5 research outputs found
EXISTENCE OF DYSLEXIA CONSIDERING THE STRUCTURE OF DIFFERENT LANGUAGES
The existence of dyslexia is still an active debate. This discussion is mainly based on whether Dyslexia is created by unsuccessful teachers due to using the wrong teaching methods and comparing some countries` high literacy rate and whether their own countries ignoring other relevant dimensions in the language structures. Unlike mainstream views, many scholars state that dyslexia is a learning disorder (Elliott and Grigorenko, 2014, Rose, 2009) which negatively affects children`s reading, writing, and spelling improvement. Gabor (2010) stated that there are many indicators of dyslexia, such as decoding, comprehension, spelling, concentration, auditory, sequencing, motor skills and organization problems. Further, it is argued that spelling and reading comprehension are the main identifiers and these points are the most significant parts of dyslexia. This paper aims to reveal dyslexia is not a `fiction` and the high literacy rate in a different language structure do not mean whether dyslexia exists. Article visualizations
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To what extent does distance learning support the development of positive attitudes towards inclusive education: a comparison of primary education trainee teachers in England and TĂĽrkiye?
This study examines how distance learning, which took place during COVID-19 restrictions, influenced the attitudes of primary education trainee teachers in Türkiye and England towards inclusive education for students with special educational needs and disabilities. In total, 136 Turkish, and 25 English primary trainee teachers completed the TAIS survey, and a further, 14 Turkish and two English trainees, participated in semi-structured and scenario-based interviews. The quantitative data showed that both countries’ trainees’ attitudes level were high, but English trainees` attitude were more positive than the Turkish trainees. However, the qualitative data indicated that the absence of direct, practical experience was a major concern, and most felt the need to gain direct experience starting from their first year of teaching about inclusive teaching practices
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Implementing school based teacher training: the case study of departments of education for intellectually disabled students in Turkey
This study examines the different practices followed in four different regions’ schoolbased teaching practice programmes in Turkey, which comprised a university
environment which is the Department of Education for Intellectually Disabled
Students (DEIDS) and the schools to which student teachers (ST) are sent for their
teaching practice. It also investigates what differences there are between these two
environments and why these differences occur in the system. In order to understand
the system clearly, the following main research question is addressed in detail: What
are the reasons for the differences and similarities in school-based teacher training
programmes in Turkey?
The most appropriate way to understand the similarities and differences between the
practices of the participants in the programme was to use a case-study approach using
qualitative data collection methods, semi-structured interviews and a background
information form which helped to keep the interviews short in order to elicit
straightforward and apposite answers. The sample was selected from university
supervisors and school teachers who conduct the practice programme in the training
schools in the four regions. The data were collected from a total of 26 participants:
thirteen university tutors (UT) and thirteen cooperating teachers (CT). Four contexts
give shape to the study by combining the variety of accessed research data and the
findings from previous studies: the Professional Context, the Structural Context, the
Material Context and the Partnership Context. Using these four contexts helps to see
the main actors` levels of agency by looking at their practices from the individualproxy-collective agency in the programme. The data on what they were practising,
their perceptions of their roles, the reasons for their practice in their own ways, their collaboration with their partners and what they knew about the programme’s
requirements and their responsibilities were categorised and discussed under these four
contexts. The key findings are that most of the participants were not properly aware of
the national standards or their own responsibilities. Additionally, their practices were
principally based on collective actions geared to suit their own particular environment.
Poor partnership between the participants is another significant problem which was
identified between the environments. It is suggested that all of these issues were
primarily due to the participants’ low level of agency.
This study makes a number of recommendations. First, the level of agency of the
participants in the programme needs to be developed to ensure a possibly better and
standardised environment. Second, inspection on an advisory basis rather than
enforcing the participants needs to be established to ensure that common standards are
followed by everyone, at least to some level. Finally, inter-participant cooperation and
collaboration within the programme needs to be created to a common standard and
improved
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The mentor-tutor partnership in Turkish special education initial teacher training: an exploration of collaboration and agency
This paper explores the perspectives of the tutors and mentors involved in Turkish special education departments` initial teacher training, and how their understanding of and degree of agency shapes the nature of the partnership in it. The data collected from four partnership settings identified three sub-themes: expertise, experience and expectations. The collective understanding within the teacher training environments shaped the behaviour of individuals. However, rather than working in collaboration with schools, the dominant role in the partnership is either taken by the tutors, and the mentor is largely ignored, or tutors leave the dominant role to the mentors and participate in the system superficially. Exploring the collaboration in Turkish teacher training programmes seems to be an important area to improve the overall quality of teacher training. Looking at ways in which mentors and tutors exert agency, offers an opportunity to strengthen levels of collaboration