Görme Yetersizliği Olan Öğrencilerin Bağımsız Hareket Becerilerinin Değerlendirilmesi

This study was conducted to determine the performance level of the visually impaired students’ mobility skills. The subjects of the study consisted of visually impaired students who receive education in two schools for the visually impaired in Ankara. The participants were 53 visually impaired and 34 low vision students. Mobility Skills Criterion-Referenced Tests were prepared for data collection. The correct performance percentages of the students’ mobility skills were determined by analysing the data obtained from measurement tools and camera recordings. In line with the data obtained in the study, it was concluded that the correct performance percentages of the students’ mobility skills in schools for the visually impaired were very low and that they acted against the security, efficiency and appearance principles.Bu çalışma, görme yetersizliği olan öğrencilerin bağımsız hareket becerilerini gerçekleştirme düzeylerini belirlemek amacıyla yapılmıştır. Araştırmanın deneklerini Ankara ilindeki iki görme engelliler ilköğretim okulunda öğrenim gören dokunsal 53, az gören 34 görme yetersizliği olan öğrenci oluşturmaktadır. Araştırma verilerinin toplanması için Bağımsız Hareket Becerileri Ölçüt Bağımlı Ölçü Araçları hazırlanmıştır. Ölçü araçlarından ve kamera çekimlerinden elde edilen veriler incelenerek, öğrencilerin bağımsız hareket becerilerini doğru gerçekleştirme yüzdeleri belirlenmiştir. Araştırmada elde edilen veriler doğrultusunda, görme engelliler okullarında öğrencilerin bağımsız hareket becerilerini doğru gerçekleştirme yüzdelerinin çok düşük olduğu ve güvenlik, etkililik, görünüş ilkelerine aykırı hareket ettikleri sonucuna varılmıştır

THE EFFECTIVENESS OF WALKING WITH WALL TRAILING SKILL ON VISUALLY IMPAIRED CHILDREN THROUGH SIBLING TEACHING WITH SIMULTANEOUS PROMPTING PROCEDURE

Görme yetersizliği olan öğrencilerde bağımsız hareket becerilerinin öğretimi hayati derecede önemlidir. Öğrenciler, bağımsız hareket becerilerinin öğretimiyle çevrelerinde güvenli, etkili, bağımsız hareket eden birer birey haline gelir. Bu çalışmada normal gelişim gösteren çocukların görme yetersizliğinden etkilenmiş kardeşlerine bağımsız hareket becerilerinin öğretiminde eşzamanlı ipucu yönteminin etkililiği araştırılmıştır. Bu amaç kapsamında çalışma Ankara ilinde yaşayan görme yetersizliğinden etkilenmiş ve normal gelişim gösteren dört kardeş ile yürütülmüştür. Araştırmanın deseni denekler arası çoklu yoklama desenidir. Uygulamacı tarafından öğreten kardeşlere eşzamanlı ipucu yönteminin öğretim şekli kazandırılmıştır. Çalışmadan elde edilen sonuçlar doğrultusunda öğreten kardeşlerin uyguladığı eşzamanlı ipucu yönteminin görme yetersizliği olan kardeşlerin bağımsız hareket becerilerini kazanmasında ve sürdürmesinde etkili olduğu bulunmuştur. Görme yetersizliği olan kardeşlerin kazandıkları bağımsız hareket becerilerini farklı ortam ve farklı zamanlarda sergiledikleri gözlenmiştiMobility skills are crucial for visually impaired children. Children become confident, effective and one can act independently with education of mobility skills. In this study the effectiveness of simultaneous prompting procedure for the visually impaired children who are the siblings of typically developed children is examined. The study is conducted in Ankara with four visually impaired children and their typically developed siblings. The design of the study is a multiple probe-across-participants design. Researcher taught the instructive siblings how to teach simultaneous prompting procedure. For the teaching of simultaneous prompting procedure and mobility skills of the instructive siblings practice, generalization and maintenance sessions are conducted. For the mobility skills, the efficient performance of the learning siblings is gathered. According to the results, it is seen that the procedure of simultaneous prompting on the instructive siblings’ mobility skills is effective. Mobility skills were displayed by visual impairment children in different time and place

EFFECTS OF DIRECT INSTRUCTION BASED PRESERVICE TEACHER ASSESSMENT PROGRAM ON SPECIAL EDUCATION TEACHERS' STUDENT TEACHER ASSESSMENT AND FEEDBACKS SKILLS

Araştırma, Doğrudan Öğretim Temelli Öğretmen Adayı Değerlendirme Programı'nın, özel eğitim öğretmenlerinin değerlendirme ve dönüt verme becerilerine etkisini belirlemek amacıyla yapılmıştır. Araştırma, nitel araştırma tekniklerine uygun olarak desenlenmiştir. Araştırmanın deneklerini Özel Eğitim Bölümü Görme Engellilerin Eğitimi Anabilim Dalı'ndan lisans/yüksek lisans eğitimi almış ve Aydınlıkevler ile Mitat Enç Görme Engelliler Okulu'nda öğretmenlik yapan sınıf öğretmenleri oluşturmaktadır. Araştırmanın verilerinin toplanabilmesi için, Öğretim Becerileri Kontrol Listesi, Yazılı Dönüt Formu ve görüşme soruları geliştirilmiştir. Araştırmanın uygulanması için Öğretmen Adayını Değerlendirme Modülleri ile bu modülleri içeren Doğrudan Öğretim Temelli Öğretmen Adayı Değerlendirme Programı oluşturulmuştur. Araştırmada Öğretim Becerileri Kontrol Listeleri'nden elde edilen veriler incelenmiş, öğretmenlerin program öncesi ve sonrasına ilişkin olarak kontrol listelerini doğru doldurma yüzdeleri belirlenmiştir. Öğretmen adaylarının derslerini izleyen öğretmenler tarafından doldurulmuş olan kontrol listeleri ile sözel olarak verilen dokümanlar karşılaştırılmış, bilgi biçimlerine göre Doğrudan Öğretim Temelli Öğretmen Adayı Değerlendirme Program'ı öncesi, sonrası ve izleme aşamalarında verilen dönütler doğru/yanlış olma durumlarına göre kodlanarak, nicel veriler elde edilmiştir. Yazılı/sözel dönütler, gözlemler ve görüşmelerden (öğretmen ve öğretmen adayına yönelik) elde edilen verilere içerik analizi yapılmıştır. Araştırma sonucunda, 1. Program öncesinde öğretmenlerin, Öğretim Becerileri Kontrol Listesi'ndeki maddeleri doğru işaretleme yüzdelerinin çok düşük olduğu, Öğretmen Adayı Değerlendirme Programı'nın uygulanmasından hemen sonra ve izleme aşamasında öğretim becerilerini gözleyip, kontrol listesinde tamamına yakınını doğru olarak işaretledikleri görülmektedir. Kontrol listeleri incelendiğinde, öğretilen konuyla bağlantılı olarak, ayrıntılı notlar aldıkları görülmektedir. 2. Öğretmenlerin hepsinin, Doğrudan Öğretim Temelli Öğretmen Adayı Değerlendirme Programı uygulanmadan önce, sonra ve izleme aşamalarındaki yazılı/sözel dönütleri incelendiğinde, program öncesinde yanlış ve yüzeysel dönütler verdikleri, program sonrası ve izleme aşamalarında dönütlerinin doğru olduğu, derinlemesine gözlemleyerek, ayrıntılı olarak dönütler verdikleri, öğretim becerilerini uygulamalı olarak gösterdikleri görülmüştür. 3. Program sonrasında, öğretmenlerin oturdukları yerlerin öğretmen adayının öğretim becerilerini kontrol edebilecekleri şekilde değiştiği, kontrol listesi ve dönüt formlarına bağımlı kalmadıkları, dönütler doğrultusunda öğretmen adaylarının performanslarının değiştiği ve dolayısıyla görme engelli öğrencilerin de amaçları gerçekleştirebilir hale geldikleri, adayların, öğretmenleri danışmanları olarak benimsedikleri gözlenmiştir. 4. Yapılan görüşmeler sonucunda, öğretmenlerin hepsi programın bütün öğretim becerilerini anlamada yeterli ve etkili olduğunu, program öncesinde ve sonrasında verdikleri dönütler arasında çok fark bulunduğunu, program öncesinde dönütlerinin yüzeysel olduğunu, program sonrasında doğru dönütlerinin arttığını, hatalı ya da iyi uygulanan öğretim becerilerini iyi şekilde gözleyerek, onlara yönelik dönütler verdiklerini ifade etmişlerdir. Öğretmenlerin hepsi, yapılan çalışmanın öğretmen adaylarının etkili öğretim becerilerini kazanmalarına katkı sağladığını ifade etmişler, öğretmen adaylarının olumlu yönde geliştirdikleri öğretim becerilerini örnekler vererek açıklamışlardır. Programın kendi derslerine ve öğrencilerden tepki almalarına, öğretmen adaylarının denetlenmedikleri derslerde öğretim becerilerine olan olumlu etkilerini belirtmişlerdir. Öğretmen adayları da bu görüşleri destekleyecek nitelikte görüşlerini söylemişlerdir. Araştırmada, kontrol listeleri, yazılı/sözel dönütler, gözlemler ve görüşmelerden elde edilen veriler doğrultusunda, Doğrudan Öğretim Temelli Öğretmen Adayı Değerlendirme Programı'nın uygulanmasının, özel eğitim öğretmenlerinin değerlendirme ve dönüt verme becerilerine etkisi olduğu sonucuna ulaşılmıştır.The purpose of the study is to examine the effectiveness of Direct Instruction Based Preservice Teacher Assessment Program, special education teachers' skills to assessment the preservice teachers, and feedback providing skills. They study was designed in accordance to qualitative inquiry. The subjects of the study who had bachelor or master degree in special education were serving in Aydınlıkevler and Mitat Enç Görme Engelliler Okulu as classroom teachers. In order to collect data, preservice teachers teaching skills checklist, teacher feedback forms, and interview questionnaire were developed. Modules to evaluation program which involved an evaluate structure for preservice teachers were also improved. In the data analysis, the data from preservice teachers' teaching skills checklist were examined, and also correct use of the forms by the teachers before and after the application of the program was observed. The checklist which were filled out by classroom teachers were compared to interview data. The feedbacks given by the teachers were coded into two categories as corrects and wrongs. The interviews, observation, and feedbacks were examined by using content analysis technique. The study concluded that, 1. Before the application of the program, percentage of correct feedbacks was considerably low, but after observing teaching skills and maintenance phase almost all of the checklists were filled with correct answers. When the checklists were examined, regarding to the topic which was taught, it was recognized that teachers took detailed notes about the teaching. 2. Close examination of the data which were gathered before and after the use of the program and in maintenance phase, all teachers gave limited and wrong feedbacks before the application of the program. After use of the program, more detailed and correct feedbacks were provided by the teachers along with demonstrating instructional skill applications. 3. After the application of the program, the teachers switched the better position in the classroom to be able to observe better the preservice teacher, reduced their depence to the checklists, and feedback forms, and that way student with visual impairment became capable of realizing course goals, and preservice teachers accepted the teachers as their advisor. 4. The interviews provided evidence that teachers were able to understand the components of the program efficiently, the feedbacks given by them were changed dramatically, error corrections by the teachers became more detailed and effective. All of the teachers stated that the program helped preservice teachers to gain appropriate teaching skills by using impressive examples. Also, their statements included information about how the program affected their own lessons positively, and how preservice teachers behaved professionally even if they were not observed in the classroom. In the study, control checklists, written/verbal feedbacks, observations, and interviews were used to collect data. The data provided evidence that Direct Instruction Based Preservice Teacher Assessment Program showed effectiveness in assessing preservice teachers' skills and providing feedback

Expanded core curriculum and listening skills for students with visual impairment

Yalçın, Gülistan ( Aksaray, Yazar )Görme yetersizliği olan bireyler, toplumda bağımsız bir yaşam sürdürebilmek için bazı becerilerin öğretimine ihtiyaç duyarlar. Hatlen (1996) görme yetersizliği olan bireylerin ihtiyaç duydukları tüm bu becerileri kapsayan Genişletilmiş Çekirdek Müfredat’ı tanımlamıştır. Bu müfredat genel eğitim okullarında takip edilen müfredata ek olarak öğrencilerin ihtiyaçlarına yönelik alan uzmanları tarafından sunulmaktadır. Genişletilmiş Çekirdek Müfredat dokuz alandan oluşmaktadır. Bu alanlardan biri de tamamlayıcı akademik becerilerdir. Tamamlayıcı akademik beceriler, çalışma becerileri, dinleme becerileri, kavram öğretimi, yön bilgisi, kabartma yazı, önceden kaydedilmiş materyallerin kullanımı, konuşma kartları veya iletişim için geliştirilen cihazların kullanımı gibi pek çok beceriyi kapsamaktadır. Bu becerilerin her biri görme yetersizliği olan öğrencilerin eğitiminde ve günlük yaşamında son derece önemli bir yere sahiptir. Ancak dinleme becerisi, görme yetersizliği olan bireylerin yaşamları boyunca en sık başvurduğu beceridir. Bebeklik döneminde görme duyusunu kullanamayan bebekler, sesleri dinleyerek ebeveynleri ile iletişim kurmakta, bireylerin ve nesnelerin yerlerini tayin etmekte ve bu şekilde dış dünyaya ilişkin bilgi toplamaktadırlar. Okul döneminde ise görme yetersizliği olan öğrenciler, dersleri takip etmede, ödev hazırlamada, sınavlara hazırlanmada yine sıklıkla dinleme becerisini kullanmaktadırlar. Bu çalışmanın amacı da pek çok ülkenin eğitim programı içerisinde yer alan Genişletilmiş Çekirdek Müfredat’ı tanıtmak ve görme yetersizliği olan bireylerin yaşamında dinleme becerilerinin önemini tartışmaktır. Bu amaçla çalışmada, öncelikle Genişletilmiş Çekirdek Müfredat ve alanları tek tek tanıtılmış, görme yetersizliği olan bireylerin eğitiminde dinleme becerilerinin önemi açıklanmış ve alan uzmanlarına/öğretmenlere ve ebeveynlere önerilerde bulunulmuştur.Individuals with visually impaired need to teach some skills in order to lead an independent life in society. Hatlen (1996) defined the Expanded Core Curriculum that covers all these skills that individuals with visual impairment need. In addition to the curriculum followed in general education schools, this curriculum is offered by field experts for the needs of the students.The Expanded Core Curriculum consists of nine areas. One of these areas is complementary academic skills and access. Complementary academic skills include study skills, listening skills, concept teaching, direction information, embossed writing, the use of pre-recorded materials, the use of speech cards or the use of devices developed for communication. Each of these skills has an important role in the education and daily life of students with visually impaired. However, listening skill is the most frequently used skill in the life of individuals with visual impairment. Babies who cannot use their sense of vision during infancy, communicate with their parents by listening to the sounds, determine the locations of individuals and objects and collect information about the outside world. In the school period, students with visual impairment often use listening skills to follow lessons, prepare homework and prepare for exams. The aim of this paper is to introduce the Expanded Core Curriculum which is included in the education program of many countries and to discuss the importance of listening skills in life of individuals with visually impaired. For this purpose, first of all, the Expanded Core Curriculum and its sub-areas introduced one by one, the importance of listening skills in the education of individuals with visually impaired is explained and suggestions are made to practitioners and parents

Orientation and Mobility Problems of Adults with Visual Impairment and Suggestions for Solutions

This research aims to identify the main problems experienced by adults with visual impairments regarding the use and accessibility of orientation and mobility skills and offer solutions for these problems. For this purpose, the knowledge of individuals with visual impairment on orientation and mobility skills and the problems they experience while using these skills and using public transport were discussed. Additionally, the skills they most need and want to learn, and the environment, people, and teaching style they want when being taught these skills were examined in detail according to the participants’ opinions. In the study, phenomenology design, one of the qualitative research methods, was used. 17 adults participated in the research, which would provide the most diversity for demographic information such as age, gender, and educational status. The research data were collected with the interview form tool consisting of semi-structured questions. The interviews were deciphered and transferred to the MAXQDA program, which is a computer-aided qualitative data analysis program for analysis. The descriptive analysis method was used in the analysis of the obtained data. As a result of the study, it was found that the level of education in orientation and mobility is quite low and they need to be trained. They suffer accidents due to lack of education, architectural/environmental precautions, inadequacy of measures taken for transportation, lack of assistive technology, attitude of people and lack of training of sighted guides. O&M programs can be developed for adults that include various indoor and outdoor routes and using transport

Designing and developing an accessible web-based assistive technology for students with visual impairment

This article introduces the design principles of a web-based assistive technology (WAT) developed for students with visual impairment (VI). The pedagogical goal guiding the development process was the enhancement of vocabulary knowledge for students studying English as a foreign language (EFL) in terms of their spelling and semantics. The study attempted to overcome the problems of individuals with VI through provision of an accessible and suitable learning environment. A design-based research (DBR) framework with a qualitative approach was employed with three groups of participants (students, experts, and families). The study's results revealed important findings for researchers, educators, and teachers of students with VI. The qualitative data analysis revealed that the WAT was accurate, appropriate, and accessible, especially in underlining design considerations. An appropriate set of distinct design principles that were founded based on the particular learning context of the study were also produced

Orientation and Mobility Problems of Adults with Visual Impairment and Suggestions for Solutions

This research aims to identify the main problems experienced by adults with visual impairments regarding the use and accessibility of orientation and mobility skills and offer solutions for these problems. For this purpose, the knowledge of individuals with visual impairment on orientation and mobility skills and the problems they experience while using these skills and using public transport were discussed. Additionally, the skills they most need and want to learn, and the environment, people, and teaching style they want when being taught these skills were examined in detail according to the participants’ opinions. In the study, phenomenology design, one of the qualitative research methods, was used. 17 adults participated in the research, which would provide the most diversity for demographic information such as age, gender, and educational status. The research data were collected with the interview form tool consisting of semi-structured questions. The interviews were deciphered and transferred to the MAXQDA program, which is a computer-aided qualitative data analysis program for analysis. The descriptive analysis method was used in the analysis of the obtained data. As a result of the study, it was found that the level of education in orientation and mobility is quite low and they need to be trained. They suffer accidents due to lack of education, architectural/environmental precautions, inadequacy of measures taken for transportation, lack of assistive technology, attitude of people and lack of training of sighted guides. O&M programs can be developed for adults that include various indoor and outdoor routes and using transport

Educational affordances of a specific web-based assistive technology for students with visual impairment

WOS: 000468660600001The main aim of this study was to design, develop and test the instructional effectiveness of a web-based English vocabulary drill program developed for visually impaired middle school students. In this respect, the study focused on the educational affordances of the program and its contribution on VI students' spelling and semantics knowledge in English vocabulary. Depending on the purpose and the nature of the study, exploratory case study and single-subject research were implemented. Face-to-face intervention sessions were applied from October 2015 through to February 2016. There were two groups of participants in the study, which were students and experts. The data were collected through interviews, vocabulary and retention tests. Collected data were analyzed with both qualitative and quantitative data analysis techniques. Based on the qualitative data analysis, educational affordances of the web-based drill program were identified as instantaneous access to content, individualized instruction and tracking progress. Quantitative findings revealed that students showed substantial progress on the vocabulary tests and maintained their achievements after the study.Scientific and Technological Research Council of Turkey (TUBITAK) [1059B141600511]This work was supported by the Scientific and Technological Research Council of Turkey (TUBITAK) [grant number 1059B141600511]

Orientation and mobility problems of adults with visual impairment and suggestions for solutions

This research aims to identify the main problems experienced by adults with visual impairments regarding the use and accessibility of orientation and mobility skills and offer solutions for these problems. For this purpose, the knowledge of individuals with visual impairment on orientation and mobility skills and the problems they experience while using these skills and using public transport were discussed. Additionally, the skills they most need and want to learn, and the environment, people, and teaching style they want when being taught these skills were examined in detail according to the participants’ opinions. In the study, phenomenology design, one of the qualitative research methods, was used. 17 adults participated in the research, which would provide the most diversity for demographic information such as age, gender, and educational status. The research data were collected with the interview form tool consisting of semi-structured questions. The interviews were deciphered and transferred to the MAXQDA program, which is a computer-aided qualitative data analysis program for analysis. The descriptive analysis method was used in the analysis of the obtained data. As a result of the study, it was found that the level of education in orientation and mobility is quite low and they need to be trained. They suffer accidents due to lack of education, architectural/environmental precautions, inadequacy of measures taken for transportation, lack of assistive technology, attitude of people and lack of training of sighted guides. O&M programs can be developed for adults that include various indoor and outdoor routes and using transport