DETERMINING THE REINFORCEMENT PRACTICES OF SPECIAL EDUCATION TEACHERS IN MATHEMATICS TEACHING

The purpose of this study was to determine the reinforcement practices of special education teachers in mathematics teaching. Phenomenology (phenomenology) design, one of the qualitative research methods, was used in the study. The study group consists of 10 special education teachers. In the study, purposeful sampling method was used to determine the study group, while the semi-structured interview technique was used to collect the data in the study. The obtained data were analyzed using content analysis technique. According to the results of the study, it was observed that teachers preferred secondary reinforcers more than primary reinforcers; it was also observed that the continuous reinforcement schedule was mostly used. Teachers mostly used interview and observation methods and the empirical assessment methods were less frequently used to determine effective reinforcers. In order to increase the effectiveness of reinforcement practices in mathematics teaching, teachers emphasized that reinforcers should be appropriate for the age, interests and wishes of students and reinforcement practices should be evaluated at regular intervals. Article visualizations

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

THROUGH THE EYES OF THE POLITICIANS: SPECIAL EDUCATION POLICIES IN NORTH CYPRUS

The aim of this research is to determine politicians’ views on special education policies in North Cyprus. Qualitative data were collected in the research and “semi-structured interview” technic was used which is one of the qualitative research methods. Study group consisted of 10 politicians living in North Cyprus. In order to determine views of politicians, 6 questions were prepared and asked. A comprehensive literature review was carried out in order to prepare the interview form of the research and the form was finalized after receiving experts’ evaluations from the field of special education. The obtained data were analyzed with induction method and themes were formed. According to the results of the research, politicians stated that North Cyprus special education policies are insufficient, there are deficiencies in current legal regulations and more importance and necessary basis are needed for special education in parallel to the developments worldwide. In line with the results of the research, various recommendations were presented for further research, policies and practices.  Article visualizations

Özel gereksinimli bireylere matematik öğretiminde somut-yarı somut soyut öğretimin kanıta dayalı uygulama olarak belirlenmesi

Introduction: This study aimed to evaluate whether Concrete-Representational-Abstract (CRA) teaching practices adopted in teaching mathematical skills to individuals with special needs were evidence-based. Method: In this study, the analysis processes of the studies published in national and international sources between 1980 and 2020 were completed in line with descriptive analysis standards and standards for being evidence-based. As a result of the first search, a total of 52 studies were reached. Of these studies, 21 studies that met the inclusion criteria were included in the descriptive analysis process. Afterward, these studies were evaluated methodologically by considering the quality indicators for single-subject research designs. Seventeen studies that met all the quality indicators were included in the visual and meta-analysis process. Findings: According to the descriptive analysis results, it was observed that studies were mostly conducted between 2011 and 2019 and were often carried out on children with specific learning disabilities. Concerning methodological characteristics, it was seen that the multiple probe design across participants was frequently used as the research design, and subtraction with regrouping problem-solving skills in the field of problem-solving and multiplication skills in the field of four operations skills were included as dependent variables. The CRA strategy is observed to be often presented by the direct instruction method and supported by the RENAME strategy. Graphical analysis was used in all the studies reviewed. However, statistical analyses were not included in all studies. When the findings regarding evidence-based evaluation were examined, a positive effect was observed in 16 out of 17 studies meeting all the quality indicators. In meta-analysis studies, the results of PND and Tau-U effect size analysis are detailed under the Results heading. Discussion: These results demonstrate that CRA instruction is an evidence-based practice. The results obtained were discussed in line with the literature, and recommendations were made to researchers and intervention agents.Giriş: Bu çalışmada özel gereksinimli bireylere matematik becerilerinin öğretiminde Somut-Yarı Somut-Soyut (SY-YS-S) öğretim uygulamalarının kanıta dayalı olma durumunun değerlendirmesi amaçlanmaktadır. Yöntem: Bu çalışmada, 1980-2020 yılları arasında ulusal ve uluslararası kaynaklarda yayımlanan çalışmaların, betimsel analiz ve kanıta dayalı olma standartlarına göre analiz süreçleri gerçekleştirilmiştir. İlk taramalar sonucunda toplamda 52 çalışmaya ulaşılmıştır. Bu çalışmalardan dâhil etme ölçütlerini karşılayan toplam 21 çalışma betimsel analiz sürecine dâhil edilmiştir. Ardından, tek-denekli araştırmalar için belirlenmiş olan niteliksel ölçütler dikkate alınarak bu çalışmalar yöntemsel açıdan değerlendirilmiştir. Niteliksel ölçütlerin tamamını karşılayan 17 çalışma görsel ve meta-analiz sürecine alınmıştır. Bulgular: Betimsel analiz bulgularına göre, çalışmaların 2011-2019 yılları arasında yoğunlaştığı ve sıklıkla özel öğrenme güçlüğü olan çocuklara yönelik gerçekleştirildiği görülmüştür. Yöntemsel özelliklere bakıldığında; araştırma deseni olarak sıklıkla denekler arası yoklama denemeli çoklu yoklama modelinin kullanıldığı; bağımlı değişken olarak problem çözme alanında en çok onluk bozma gerektiren çıkarma işlemi içeren problemleri çözme becerisi ve dört işlem becerileri alanında ise sıklıkla çarpma işlemi becerisine yer verildiği görülmüştür. S-YS-S stratejisinin sıklıkla doğrudan öğretim yöntemi ile sunulduğu ve RENAME stratejisi ile desteklendiği görülmektedir. İncelenen araştırmaların tümünde grafiksel analiz kullanılmış; ancak istatistiksel analizlere tüm çalışmalarda yer verilmemiştir. Kanıta dayalı değerlendirmeye ilişkin bulgulara bakıldığında, niteliksel ölçütlerin tamamını karşılayan 17 çalışmadan 16’sında olumlu etki görülmüştür. Meta-analiz çalışmalarında, ÖVY ve TauU etki büyüklüğü analiz sonuçları ise bulgular başlığında ayrıntılandırılmıştır. Tartışma: Elde edilen bu bulgular, S-YS-S öğretiminin kanıta dayalı bir uygulama olduğunu gösterir niteliktedir. Elde edilen bulgular alanyazın dikkate alınarak tartışılmış, araştırmacılara ve uygulamacılara önerilerde bulunulmuştur

Učinci računalnih videomodela u poučavanju učenika s intelektualnim teškoćama vještinama rješavanja matematičkih problema

This study aims to determine the effectiveness of computer-based video modelling in teaching mathematical problem-solving skills that require addition and subtraction operations to students with intellectual disabilities. One of the single subject research designs, i.e. multiple probe design was used in this study with all participants, a girl and five boys with intellectual disabilities between the ages of 11 and 13. At the time of the research, students were attending a Special Education and Rehabilitation Centre in the province Nicosia in North Cyprus. The collected data were analysed, interpreted and presented in graphs. The obtained research results show that computer-based video modelling, i.e. video-based instruction is effective in teaching students with intellectual disabilities mathematical problem-solving skills that require addition and subtraction operations. The students maintained these problem-solving skills after the 10th and 20th day of the intervention and transferred these skills to a different environment (class) and individuals (teachers).Cilj je ovoga istraživanja utvrditi učinkovitost računalnih videomodela u poučavanju učenika s intelektualnim teškoćama vještinama rješavanja matematičkih problema zbrajanjem i oduzimanjem. U istraživanju je korištena tehnika višestrukoga ispitivanja sa svim sudionicima, jednom djevojčicom i petoricom dječaka s intelektualnim teškoćama u dobi od 11 do 13 godina. Za vrijeme provođenja istraživanja učenici su pohađali Centar za obrazovanje i rehabilitaciju djece s posebnim potrebama u Nikoziji u Sjevernom Cipru. Prikupljeni su podatci analizirani, objašnjeni i prikazani u grafovima. Dobiveni rezultati pokazuju učinkovitost računalne videopoduke učenika s intelektualnim teškoćama vještinama rješavanja matematičkih problema zbrajanjem i oduzimanjem. Učenici su zadržali naučenu vještinu i bili je sposobni prenijeti na različito okruženje (razred) i osobe (učitelje)

The effectiveness of concrete-representational-abstract (CRA) teaching strategy on the multiplication facts of children with intellectual disabilties

Bu araştırmada zihinsel yetersizliği olan öğrencilere temel çarpma işlemlerinin öğretiminde doğrudan öğretim yöntemi ile sunulan somut-yarı somut-soyut öğretim stratejisinin etkililiğinin incelenmesi amaçlanmıştır. Bu amacın yanı sıra, somut-yarı somut-soyut öğretim stratejisi ile öğretimin, öğretim sona erdikten on ve yirmi gün sonraki izleme etkisi, farklı ortam ve farklı kişilere genelleme etkisi ve somut-yarı somut-soyut öğretim stratejisi hakkında öğretmenler görüşlerini belirlemeye yönelik sosyal geçerliliği incelenmiştir. Araştırmada tek denekli araştırma modellerinden denekler arası yoklama denemeli çoklu yoklama modeli kullanılmıştır. Araştırmanın bağımlı değişkeni, araştırmaya katılan öğrencilerin matematik becerilerinden, temel çarpma işlemi becerisini doğru gerçekleştirme düzeyleri iken; bağımsız değişkeni doğrudan öğretim yöntemine göre sunulan somut-yarı somut-soyut öğretim strateji sidir. Araştırma, Balıkesir ilinde yaşayan, yaşları 9-10 arasında değişen, zihinsel yetersizliği olan, yazılı ve sözlü yönergelere tepkide bulunma, nesneleri kullanabilme, basit şekiller çizebilme, rakamları tanıma, nesne (rasyonel) sayma ve atlayarak sayma becerileri ile temel toplama işlemi becerileri ve eşitlik kavramı ön koşullarına sahip, ikisi kız ve biri erkek olmak üzere üç öğrenci ile yürütülmüştür. Araştırmanın bulguları incelendiğinde; zihinsel yetersizliği olan öğrencilere çarpma işlemi becerilerinin kazandırılmasında, doğrudan öğretim yöntemi ile sunulan somut-yarı somut-soyut öğretim stratejisinin etkili olduğu, öğrencilerin kazandıkları çarpma işlemi becerisinin kalıcılığının öğretim bittikten on gün ve yirmi gün sonra da koruyabildikleri, öğrencilerin tümü bu beceriyi farklı ortam ve farklı kişilere genelleyebildikleri ve öğretmenlerin somut-yarı somut-soyut öğretim stratejisi hakkındaki görüşlerinin olumlu olduğu bulgulanmıştır.The purpose of this study was to investigate effectiveness of teaching multiplication facts by using the Concrete-Representational-Abstract (CRA) Teaching Strategy presented by direct teaching method to children with intellectual disabilities. This study also examined generalization effects across different people and settings, maintenance effects after 10 and 20 days and social validity about teachers’ views with CRA Teaching Strategy. A single-subject design with multiple-probe design with probe trials across subjects was employed in this study. The dependent variable of this study was the level of achievement of the multiplication facts of students with intellectual disabilities, whereas the independent variable of this research was CRA Teaching Strategy which was used to teach multiplication facts to the subjects. This research was conducted with two girls and a boy with intellectual disabilities. Subjects, whose ages ranged from 9 to 10 years, already had prerequisite skills such as reacting to written and verbal instructions, object manipulating, drawing simple shapes, identifying numbers, object (rational) counting and skip counting, basic addition skills and the concept of equality. Findings of the study indicated that CRA Teaching Strategy was effective in teaching multiplication facts to students with intellectual disabilities. Subjects were able to retain their skills 10 and 20 days after the completion training sessions, and they were also able to generalize the newly acquired target skills across different settings and people. In addition, interviews with two special education teachers and three mainstream teachers revealed that their ideas were generally positive on the use of Concrete-Representational-Abstract Teaching Strategy

An investigation of the relationship between parental self-efficacy and marital adjustment levels of parents of disabled individuals: Parents of disabled individuals

As a primary goal, the aim of this study is to examine the parental self-efficacy and marital adjustment levels of the parents of disabled individuals in terms of various variables and to examine the relationship between parental self-efficacy and marital adjustment, as well. Correlational survey model was used in the research. The participants of the study are parents of disabled children attending Special Education and Rehabilitation Centers (SERC) in Edirne, Tekirdag and Istanbul in the 2019-2020 academic year. In order to collect the data of this research, the parental self-efficacy scale, developed by Guimond, Moore, Aier, Maxon & Diken (2005) and adapted to Turkish by Aksoy & Diken (2007), whose reliability study was carried out by Cavkaytar, Aksoy & Ardıc (2014) was used. Besides, the Marriage Adjustment Scale (MAS), which was developed by Locke & Wallace (1959) and adapted to Turkish by Tutarel Kıslak (1999), was also used According to the results of the research, the self-efficacy levels of the parents were found to be average; and in terms of gender variable, no significant difference was observed from the male parents considering age, monthly income level, education level and the type of disability variable of the child. In addition, marital adjustment levels of the parents were detected to be low. There was a significant difference in marital adjustment levels in favor of male parents, in favor of parents with a low-income level, and in favor of secondary school graduate parents in the educational level variable. No significant difference was observed in terms of age and the child's disability type variable. According to the results of this study, a positive relationship was observed between self-efficacy and marital adjustment

Teacher's views on computer use in education of students with intellectual disabilities

Bu çalışma, Bolu Abant İzzet Baysal Üniversitesi Eğitim Bilimleri Enstitüsünde Ahmet YIKMIŞ'ın danışmanlığında Kadriye YILDIZ tarafından hazırlanan "Zihinsel yetersizlik gösteren öğrencilerin eğitiminde bilgisayar kullanımı ile ilgili öğretmen görüşleri" adlı yüksek lisans tezine dayanılarak hazırlanmıştır. 3-5 Kasım 2016 tarihleri arasında gerçekleştirilen INES Uluslararası Akademik Araştırmalar Kongresi sözlü bildiri olarak sunulmuştur.Eğitimde teknoloji kullanımın yaygınlaşması ile birlikte teknolojinin öğrenci, öğretmen ve ortam açısından incelenmesinin önemini de ortaya çıkmıştır. Bu nedenle hangi teknolojik araç eğitimde ne kadar etkili ve verimli olmaktadır, sorusu eğitimin kalitesini de belirlemeye çalışmaktadır. Bu araştırmada bu sorulara yanıt bulmak için zihinsel yetersizlik gösteren öğrencilerin eğitiminde bilgisayar kullanımı ile ilgili öğretmen görüşlerinin ortaya konulması amaçlanmıştır. Nitel araştırma tasarımı ve fenomenoloji desenine göre düzenlenen bu araştırmada 2015-2016 eğitim-öğretim yılında Ankara’da bulunan III. kademe özel eğitim kurumlarında çalışan 19 özel eğitim öğretmeniyle yarı yapılandırılmış görüşme tekniğiyle gerçekleştirilmiş ve görüşmeler ‘‘içerik analizi’’ tekniğine göre incelenmiştir. Araştırma bulguları özel eğitim öğretmenlerinin derslerde bilgisayar ile öğretim uygulaması hakkındaki görüşlerinin olumlu olduğunu göstermiştir. Özel eğitim öğretmenlerinin bilgisayar kullanımı ile ilgili olarak materyal, program, içerik ve uzman görüşü alma konularında özellikle uzman görüşü alınması gerekliğinin önemine vurgu yaptıkları tespit edilmiştir. Özel eğitim öğretmenleri; bilgisayarı okuma-yazma, beceri ve kavram öğretimi sosyal beceri öğretimi, dil ve konuşma becerilerinin öğretimi ve meslek dersleri için faydalı bulmaktadır.The use of technology is becoming widespread in education, for that reason technology has become much more important for students, teachers and environment. Therefore, the question of "Which technological tool is effective and productive in education" tries to determine the quality of education. The current study reports the views of teachers’ towards the use of technology in the education of students with intellectual disabilities. Using a qualitative and phenomenological research design, the study used semi-interview techniques to collect data. Participants were 19 special education teachers working in third rank private schools in Ankara in the academic year 2015-2016. The interviews were analyzed through Content analysis. The findings showed that the special education teachers had positive attitude towards the application of computers in their classes. Furthermore, it was found that the special education teachers emphasized the importance of materials, programs, content, and more importantly, the elicitation of the opinion of experts with regard to the application of computers. Additionally, these teachers considered computers useful in teaching reading, writing skills and comprehension, social skills, language and communication, and occupational lessons

The prevention and intervention strategies carried out by primary school teachers for problem behaviors on inclusive students

Kaynaştırma öğrencilerinde karşılaşılan problem davranışlara yönelik sınıf öğretmenlerinin uyguladıkları önleme ve müdahale stratejilerinin belirlenmesinin amaçlandığı bu araştırmada yarı yapılandırılmış görüşme tekniği kullanılmıştır. Nitel bir çalışma olan bu araştırmada çalışma grubunu, 2013-2014 eğitim öğretim yılında Bolu ili merkez ilçe sınırlarındaki ilkokullarda görev yapan ve sınıflarında kaynaştırma öğrencisi bulunan 25 sınıf öğretmeni oluşturmaktadır. Görüşmeler esnasında yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler, Nvivo 10 programından yararlanılarak “içerik analizi” tekniğine göre çözümlenmiştir. Araştırmanın bulgularına göre, sınıf öğretmenlerinin, sınıflarında en çok karşılaştıkları problem davranışlar ve bu problem davranışların kaynağı öğretmenlerin görüşlerine göre belirlenmiştir. Araştırmada sınıf öğretmenlerinin bu problem davranışların önlenmesine ve/veya davranışlara müdahaleye yönelik olarak, farklı pekiştirme tür ve tarifelerinden yararlandıkları fakat bilimsel dayanaklara dayanan, sistematik bir şekilde uyguladıkları herhangi bir stratejiden yararlanmadıkları belirlenmiştir. Bulgularda ayrıca, olumlu davranışların kazandırılması ve kalıcılığının sağlanması noktasında yapılan çalışmaların farklıpekiştireç türlerini kullanma, aile ile işbirliği içerisinde olma ve öğrenci ile birebir konuşma olduğu tespit edilmiştir.In this research, in which it is aimed to specify the prevention and intervention strategies carried out by class teachers intended for the problematic behaviors encountered on inclusive students, semi-structured interview technique is used. This study is a qualitative research. Study group is formed by 25 class teachers who are serving in the primary schools of the central district of Bolu in the 2013- 2014 academic years. During the interviews semi-structured interview form is used. Data are resolved according to content analysis method via NVivo 10 program. According to research findings, most encountered problem behaviors in the classroom and the sources of these problem behaviors are determined according to teachers' opinions. In the research, it is found that teachers benefit different kinds of reinforcements in order to prevent these problematic behaviors however they are lack of benefiting scientific and systematic method. Finally, it is detected that studies made in the point of gaining positive behaviors and ensuring permanence are using different kinds of reinforcements, being in the school-parent cooperation, speaking with the student one to one

Investigation the Opionions of Mothers of Children with Special Needs about Their Participation in Vocational Training and Employment

The issue of vocational training and employment of individuals with special needs plays a vital role for their independence. For this reason, in this study the goal was to determine the opinions about vocational training and employment for mothers of children with special needs. The participants of the study were 10 mothers of children with special needs. A qualitative research method was used in the research and a semi-structured interview technique was used for data collection. The results showed that the mothers don’t find the vocational education and employment of their children with special needs sufficient and productive, that the vocational training is not planned appropriately, and that there is no transition process from school to work. This means the mothers experience problems with their children's employment and therefore it can be concluded that the schools need to come up with a solution to solve these problems of transition