How A Teacher Educator in the Field of the Education of Hearing-Impaired Children provides Feedback to a Student Teacher

The aim of this article was to investigate how an experienced teacher educator (TE) specialized in the education of hearing-impaired children provides feedback to a student teacher regarding a planned, one-to-one conversation activity. This case study was conducted at Anadolu University, Education and Research Center for Hearing-Impaired Children with the participation of a TE, a student teacher, and a hearing-impaired student. Based on the study results, main themes relating to the TE’s activities before, during, and after the conversation and his feedback were identified. The study findings were discussed in light of the current literature, and various recommendations were proposed

Özel Eğitim ve Rehabilitasyon Merkezlerinde İşitme Kayıplı Öğrencilere Sunulan Destek Hizmetler: Öğretmen Görüşleri

Yetersizliklerinin olumsuz etkileri nedeniyle işitme kayıplı öğrencilerin; hangi eğitim ortamında eğitim alıyorlarsa alsınlar okul içinde veya dışında sunulacak destek hizmetlere gereksinimlerinin olabileceği vurgulanmaktadır. Bu araştırmada okul dışı destek hizmeti olarak Milli Eğitim Bakanlığı’na (MEB) bağlı Özel Eğitim ve Rehabilitasyon Merkezleri’nde (ÖERM) işitme kayıplı öğrencilere sunulan hizmetlere ilişkin öğretmenlerin görüşlerinin incelenmesi amaçlanmıştır. Araştırma nitel araştırmalara dayalı betimsel yaklaşımla desenlenmiştir. Veriler yarı yapılandırılmış görüşme tekniği ile toplanmıştır. Katılımcılar Eskişehir İli’inden 6 gönüllü işitme engelliler öğretmenidir. Verilerin analizi aşaması tümevarım yaklaşımına dayalı olarak gerçekleştirilmiştir. Araştırmanın sonunda ÖERM’lerdeki işlevler, kayıt ve ön değerlendirme süreçleri, içerik planlama ve yürütme, başarılı yönler ve yararlar, yaşanan sorunlar ve niteliği arttırmaya yönelik öneriler şeklinde toplam altı (6) tema ortaya çıkmıştır.  Öğretmenlerin ÖERM’lerin işleyişi ve başarısı hakkındaki öne çıkan görüşleri; bireysel gereksinimlere odaklı, planlı, sistematiklik çabaları şeklinde olmuştur. Öğretmenler; RAM raporları, işbirliği, destek hizmetlerin süreleri, hizmet öncesi lisans programının içeriği gibi sorunlardan bahsetmişlerdir. ÖERM’lerde niteliği arttırmaya yönelik ise; uzman çalıştırma, hizmet öncesi lisans programlarında ÖERM’lerde staj olanağı ve işaret dilinin öğretmenlere öğretilmesi gibi öneriler ortaya çıkmıştır. Bu sonuçlar doğrultusunda ileri uygulamalara yönelik ÖERM’lerde kurum içi ve ilgili diğer paydaşlarla kurum dışında işbirliği ve iletişim için gerekli düzenlemelerin yapılması gerektiği önerilebilir. İleri araştırmalara yönelik ise daha geniş kapsamlı nicel verilere dayalı bir tarama çalışmasının gerçekleştirilmesi gerektiği söylenebilir

İşitme Engelliler Öğretmenliği Programında Öğretmen Eğitimcisi Olarak Yetişme Sürecine Eleştirel Bakış: ÖzDeğerlendirme Araştırması

Hizmet öncesi öğretmen yetiştirme programlarında öğretmen eğitimcilerinin yeterlilikleri sıklıkla vurgulanmaktadır. Dolayısıyla göreve yeni başlayan öğretmen eğitimcilerinin, öğretmenlik uygulama çalışmalarını yürütme yeterliliklerine sahip olmaları için mutlaka bir yetişme sürecinden geçmeleri gerektiği ifade edilmektedir. Bu makalenin amacı yazarın 2007 yılından itibaren öğretim elemanı olarak görev yaptığı Anadolu Üniversitesi, İşitme Engelliler Öğretmenliği Anabilim Dalı’nda dahil olduğu öğretmen eğitimcisi olarak yetişme sürecini eleştirel bakış açısı ile incelemektir. Makale araştırmacıların/öğretmen eğitimcilerinin deneyimlerini eleştirel, karşılaştırmalı olarak ele aldıkları öz değerlendirme yaklaşımına dayalı desenlenmiştir. Araştırma veri kaynağı olarak yazarın araştırma sürecinde yazdığı araştırmacı günlüğünden yararlanılmıştır. Elde edilen veriler analizi araştırma soruları tema olarak kabul edilerek gerçekleştirilmiştir. Analiz sürecinde kodlama aşamasında özellikle veri kaybını önlemek, yanlış kodlamadan kaçınmak amacıyla süreçteki deneyimli öğretim elemanlarından destek alınmıştır. Gerçekleştirilen analiz sonucunda araştırmacının yetişme sürecinin sonunda öğretmen eğitimcisi, sınıf öğretmeni ve her iki alanın eş zamanlı olarak ele alınmış olması bağlamında deneyimlerine ve mesleki gelişime olan katkıları şeklinde üç temel tema ortaya çıkmıştır. Elde edilen tema ve bulgulardan yola çıkarak yetişme sürecinin öne çıkan önemli özellikler; işbirliği ile destekleme, sürekli izleme ve geri bildirimlere dayalı destekleme, esnek, her adımda zengin yaşantılar sağlanarak farkındalık yaratmaya dayalı, yansıtmalı ve dengeli öğrenmenin gerçekleştirilmesi şeklindedir. Bu sonuçlardan yola çıkarak, Türkiye eğitim sisteminin her alanında öğretmen yetiştirme sorumluluğunu alacak öğretmen eğitimcilerinin mutlaka bir yetişme sürecinden geçmeleri gerektiği vurgulanmıştır. Ayrıca Türkiye’de öğretmen eğitimcilerinin mesleki deneyim ve uygulama süreçlerine ilişkin geniş çaplı bir araştırmanın gerçekleştirilmesi önerilmiş

How should a Resource Room Programme for Gifted Students be Integrated into School System?

The present research aims to determine the problems encountered during the integration of a resource room for gifted students in a primary school system and examining the measures developed for dealing with these problems. Structured as an action research, this research project was conducted in a primary school in the Eskisehir province of Turkey. Participants in this research consisted of the school headmaster, the teacher of the resource room, gifted students attending the resource room, parents of gifted students and classroom teachers whose students attended the resource room, researchers and the members of the evaluation board. Data were collected using interviews, meeting reports, documents and the researcher's diary. The research data were analyzed using the systematic analysis approach. The findings of this research showed that the resource room were generally positively perceived; however, several problems were observed as the programme was carried out during regular class hours. The findings obtained in this study suggest that in order for the gifted student resource room to be efficient, it should be implemented in coordination with classroom teachers

Professional Development of a Teacher Providing Special Education Support Service: Mentoring

Mentorship provided to increase special education teachers’ theoretical knowledge and to better their teaching practice is expected to positively contribute to the quality of educational practice. The aim of this research is to evaluate the mentoring process designed for the professional development of a teacher providing special education support services to students with hearing impairment in an inclusion setting. This study is action research. The participants are the researcher, supported teacher, two hearing impaired students, validity committee and general education teacher. Data has been collected from observations, interviews, researcher diary, documents, and process products. Systematic and critical analysis of data both during and after the research process. Based on research findings, one can suggest that professional development process of teachers who will work in inclusion settings be focused on their individual needs and relevant regulations be arranged in order to support their development through mentoring process

Examining the traces of differentiated ınstruction in the practices of ınclusive classroom teachers

Farklılıkların farkında olmak ve farklılıkları zenginliğe dönüştürmek mottoları son 10 yılda sıkça dile getirilmektedir. Sınıflardaki farklılıkları zenginliğe dönüştürmek için önerilen yöntemlerden birisi de farklılaştırılmış öğretimdir. Bu araştırmanın amacı sınıflarında özel gereksinimli öğrenci bulunan sınıf öğretmenlerinin görüşleri doğrultusunda, gerçekleştirdikleri eğitim öğretim süreçlerinde farklılaştırılmış öğretim yöntemine ilişkin izlerin incelenmesidir. Bu bağlamda araştırma nitel paradigma çerçevesinde betimsel olarak gerçekleştirilmiş ve 12 öğretmenle yarı yapılandırılmış görüşme yürütülmüştür. Gerçekleştirilen analizler sonunda 4 ana tema ve 13 alt temaya ulaşılmıştır. Araştırmanın sonunda katılımcı öğretmenlerin; bireysel farklılıkların farkında olduğu, sınıflarında bireysel farklılıkların olmasının iyi olduğunu düşündükleri ve bu farklılıkların eğitim öğretim süreçlerine olumlu yönde yansıdığını düşündükleri bulunmuştur. Fakat planlama, uygulama ve değerlendirme faaliyetlerinde bu farklılıkları göz önünde bulundurmadıkları, farklılaştırılmış öğretimin temel farklılaştırma unsurları olan içerik, süreç ve ürünün farklılaştırılması boyutunu yeterince gerçekleştirmedikleri saptanmıştır. Böylece uygulama düzeyinde farklılaştırılmış öğretime ilişkin yeterince ize rastlanamamıştır.The motto of being aware of the differences and transforming the differences into wealth has been frequently mentioned for the last 10 years. One of the suggested methods to transform the differences into richness in classes is differentiated instruction. The aim of this research is to examine the traces of the differentiated teaching method in the education and training processes they carried out, according to the opinions of the classroom teachers who have students with special needs in their classes. In this context, the research was carried out descriptively within the framework of the qualitative paradigm and semi-structured interviews were conducted with 12 teachers. At the end of the analyzes carried out, 4 main themes and 13 sub-themes were reached. At the end of the research, according to the participating teachers; It was found that they were aware of individual differences, they thought it was good to have individual differences in their classes, and they thought that these differences reflected positively on their education and training processes. However, it was determined that they did not consider these differences in planning, implementation and evaluation activities, and did not sufficiently realize the differentiation of content, process and product, which are the main differentiation elements of differentiated instruction. Thus, not enough traces of differentiated instruction were found at the application level

Examination of inclusive education and resource room service in a preschool : Examination of inclusive education and resource room service

Pre-school education which takes place in the fastest and most critical years of the development of individuals. Qualified and equal education opportunities offered to children with special needs are important in terms of their development in the pre-school education process.Based on these ideas, this study aimed to examine inclusive education and resource room services in the pre-school. For this purpose, this study adopted a phenomenological research methodology to examine the phenomenon in depth. The participants of the study were determined by the criterion sampling method, one of the purposeful sampling methods. The participants of this study are nine pre-school teachers who have students with special needs in their classrooms and a teacher who provides resource rooms education to these students. The research data were collected through semi-structured interviews and document analysis.  The analysis of the data was carried out with the inductive approach. As a result of the study, it was determined that inclusive education and resource room have many contributions to students with special needs, families, teachers, and students with normal growth and development. In addition, the basic elements of inclusive education and resource room were determined to be physical arrangements in schools, teacher training, resource room, cooperation, and inclusion activities. Also, it was determined that methods-techniques and materials suitable for the characteristics of students with special needs were not used in the planning, implementation, and evaluation processes of the inclusive education and the resource room. At the same time, it was revealed that effective cooperation and teamwork were not carried out during these processes

How should a Resource Room Programme for Gifted Students be Integrated into School System?

The present research aims to determine the problems encountered during the integration of a resource room for gifted students in a primary school system and examining the measures developed for dealing with these problems. Structured as an action research, this research project was conducted in a primary school in the Eskisehir province of Turkey. Participants in this research consisted of the school headmaster, the teacher of the resource room, gifted students attending the resource room, parents of gifted students and classroom teachers whose students attended the resource room, researchers and the members of the evaluation board. Data were collected using interviews, meeting reports, documents and the researcher's diary. The research data were analyzed using the systematic analysis approach. The findings of this research showed that the resource room were generally positively perceived; however, several problems were observed as the programme was carried out during regular class hours. The findings obtained in this study suggest that in order for the gifted student resource room to be efficient, it should be implemented in coordination with classroom teachers

Synthesis of Graduate Education Theses Focused on Teachers' Views on Inclusive Education in Turkey: A Meta-Ethnographic Study

A high number of both qualitative and quantitative research studies have been conducted on inclusion practice in Turkey. In postgraduate theses focusing on inclusion practice via a qualitative design to comprehensively describe and understand the issue, the goal is mostly to determine teachers’ opinions. The aim of this research, on the other hand, is to examine postgraduate theses investigating the opinions of teachers who work in inclusion classes. For this purpose, five researches were focused. It has been designed in line with meta-ethnography design to study the postgraduate theses conducted in Turkey employing semi-structured interviews—one of the qualitative data collection techniques. A comparative and exploratory analysis process has been administered to identify the shared and different themes in the aforementioned studies. Accordingly, three themes have been determined, which are a) current situation of inclusion practice, b) problems in inclusion practice, and c) teachers’ expectations as to improving the quality of inclusion practice. Based on the findings of research studies completed around inclusion practice and teachers’ opinions, it is possible to conclude that there is a need for development-centered action research at inclusion schools and classes

Synthesis of Graduate Education Theses Focused on Teachers' Views on Inclusive Education in Turkey: A Meta-Ethnographic Study

A high number of both qualitative and quantitative research studies have been conducted on inclusion practice in Turkey. In postgraduate theses focusing on inclusion practice via a qualitative design to comprehensively describe and understand the issue, the goal is mostly to determine teachers’ opinions. The aim of this research, on the other hand, is to examine postgraduate theses investigating the opinions of teachers who work in inclusion classes. For this purpose, five researches were focused. It has been designed in line with meta-ethnography design to study the postgraduate theses conducted in Turkey employing semi-structured interviews—one of the qualitative data collection techniques. A comparative and exploratory analysis process has been administered to identify the shared and different themes in the aforementioned studies. Accordingly, three themes have been determined, which are a) current situation of inclusion practice, b) problems in inclusion practice, and c) teachers’ expectations as to improving the quality of inclusion practice. Based on the findings of research studies completed around inclusion practice and teachers’ opinions, it is possible to conclude that there is a need for development-centered action research at inclusion schools and classes