THE EVALUATION OF PROGRAM OF EDUCATION APPLICATION SCHOOLS ACCORDING TO TEACHERS’ OPINIONS

In this study, the opinions of teachers working at education application schools are collected in order to evaluate the educational program of Education Application school which has been in progress since 2002. The study is a qualitative one in which the constructed interview technique has been used. Frequency has been used to analyze the data. The target population of the study is teachers working at education application schools in Bolu and Düzce. The working group of the study is 15 teachers from these cities. The data gathered at the end of the study are; an Evaluation study has never been carried out about the program of education application schools by asking teachers’ opinions since the beginning. According to opinions of teachers, they cannot apply the program completely and have some problems during the application process. Teachers agree that the educational program of education application schools is not functional. Teachers expressed that the operation, evaluation and teaching methods of the program are not suitable. Moreover, they stated that the expressions of objectives are not compatible with the students, and they indicated that there are objectives that are not stated in a behavioristic way. It is found that that the properties of students are ignored in the preparation process and the number of classes in the program is excessive., It can be alleged that it is suitable for the programme of the education application schools to be revised or to be developed again.     Article visualizations

DETERMINATION OF THE EDUCATION TECHNOLOGY COMPETENCIES OF SPECIAL EDUCATION TEACHERS

The novel coronavirus (COVID-19) pandemic that started in December 2019 led to the closure of schools on a global level, and implementation of strict social distancing measures has led to rapid and prevalent changes in conventional forms of education and instruction. In this period where distance education is preferred in education processes, the education technology competencies of teachers have gained importance. In this context, this study aimed to determine the education technology competencies of special education teachers. The descriptive study included 114 special education teachers. The data were collected by using the “Education Technology Competencies Scale for Teachers” and analyzed by using the SPSS 25 package software. The maximum total score that could be obtained in the scale that was used in the study is 190. It was determined that, with the mean score of 155.27, the participants of this study had an education technology competency level of 81.72%. In this study which investigated the technological competencies of special education teachers, no significant difference was found based on the participants’ gender, professional experience or areas of teaching. Considering the items in the dimensions of the scale, it was found that the male teachers were more competent in terms of technical knowledge on technology, while the female teachers used the technological knowledge they had more effectively in classes, instruction and materials, as well as in communication with both students and parents. Article visualizations

The Effectiveness of Concrete-Pictorial-Abstract Learning Strategy in Teaching Mixtures of Science Subjects to Students with Intellectual Skills Disabilities

The aim of this research is to examine the effectiveness of the concrete-pictorial-abstract teaching strategy presented with the direct teaching method in teaching the subject of mixtures, which is one of the science subjects, to students with intellectual disabilities. The study used multiple-probe model with a probe phase, one of the single-subject research models. While the dependent variable of the research was the level of showing the mixtures of the students participating in the study; the independent variable is the concrete-pictorial-abstract teaching strategy presented with the direct teaching method. The research was conducted with two girls and one boy living in Bolu, diagnosed with intellectual disability, and attending primary school. The data collected in the study were analyzed through visual analysis. As a result of the research, it has been observed that the concrete-pictorial-abstract learning strategy is effective in teaching the subject of mixtures to students with intellectual disabilities, that the permanence of this subject learned by the students can be maintained one and three weeks after the end of the education, and that all students can generalize this learning to different environments and tools

The Views of the Administrators Working in Special Education Schools about the Their Duties in the School

<span style="font-size: 12.6px; font-family: &quot;Helvetica Neue&quot;, Helvetica, Arial, sans-serif;">Bu arastirmanin amaci, özel egitim okullarinda görev yapan yöneticilerin okuldaki görevlerine iliskin görüslerini belirlemektir. Bu amaçla, 2015-2016 ögretim yili bahar döneminde Bolu, Düzce ve Sakarya’da MEB’e bagli özel egitim okullarinda görev yapan 5 okul müdürleriyle gerçeklestirilmistir. Okul müdürlerinin görüslerinin belirlenmesi için yari yapilandirilmis görüsme teknigi kullanilmistir. Arastirma verileri içerik analizi ile analiz edilmistir. Arastirma sonucunda özel egitim okullarinda görev yapan yöneticilerin okuldaki görevlerini yerine getirdikleri ancak yapilan çalismalarin sinirli oldugu ve müdürlerin bazi uygulamalar hakkinda bilgi eksikliklerinin oldugu görülmüstür.</span><span style="font-size: 12.6px; font-family: &quot;Helvetica Neue&quot;, Helvetica, Arial, sans-serif;">The aim of this study is, to determine the opinions of the administrators who work in special education schools. For this purpose, in 2016, 5 school managers working in private education schools affiliated to the Ministry of National Education in Bolu, Düzce and Sakarya were realized. A semi-structured interview technique was used to determine the views of school principals. The data were analyzed by content analysis method. As a result of the research, it isdetermined that the administrators who work in the private education schools fulfill their duties in the school but the work done is limited and the managers have lack of information about some applications</span