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Bu çalışmada öğretmenlerin özel öğrenme güçlüğüne ilişkin bilgi düzeylerinin çeşitli değişkenlere göre incelenmesi ve konuya dair görüş ve kavram yanılgılarının ortaya konulması amaçlanmıştır. Çalışmanın deseni karma yöntem türlerinden biri olan Eş Zamanlı Üçgenleme Desenidir. Çalışma grubunu, 2019-2020 eğitim ve öğretim yılının güz döneminde İzmir’de devlet kurumlarında görevini sürdüren 247 öğretmen oluşturmuştur. Araştırmada, Amaçlı Örnekleme Yöntemlerinden olan Kartopu örnekleme yöntemi kullanılmıştır. Veri toplama araçları olarak araştırmacılar tarafından hazırlanmış demografik bilgi formu, anket formu ve görüşme formu kullanılmıştır. Çalışmada nicel verilerin analizinde frekans, Crosstab ve kay kare analizi uygulanmıştır. Nitel verilerin analizi için ise içerik analizi gerçekleştirilmiştir. Bulgulara göre, çalışmaya katılan öğretmenlerin %49,4’ünün özel eğitimle ilgili bir ders almadığını, %66,3’ünün ise özel öğrenme güçlüğü tanılı öğrenciye sahip olduğunu belirttikleri görülmüştür. Crosstab ve Kay Kare analizi sonuçları, eşit ağırlık temelli branşa sahip, özel eğitime ilişkin daha önce ders almış ve özel öğrenme güçlüğü tanılı öğrencisi olan öğretmenlerin anket maddelerine anlamlı olarak daha fazla doğru yanıt verdiklerini ortaya koymuştur. Araştırmanın nitel bulguları incelendiğinde ise şu alt temaların elde edildiği görülmüştür; Yaşıtlarının Gerisinde Kalma/Geç Öğrenme, Tanımlamadaki Zorluklar, Yaşanılan güçlüklere vurgu, Hatalı mitleri yıkan görüşler, Çelişkiler, Ayırt Etmekteki Zorluklar, Öğrenme Düzeyleri ve Yolları, Öğrenme ve Yeterlilik Alanları, Davranışsal Farklılıklar, Dış Görünüşe Yapılan Vurgular/Engel Durumu, Bilişsel Sosyal Duygusal Problemler, Aile ile İlgili Problemler, Fiziksel Kökenli ve Diğer Problemler, Yaklaşma Biçimleri, İhtiyaca Yönelik Öğretmen Teknikleri, İş birliği ve Eğitim İhtiyacı. Elde edilen bulgular, alanyazın ışığında tartışılmıştır.
This study aims to study the level of knowledge of the teachers’ specific learning difficulties according to various variables and to identify the views and conceptual errors on the subject. The model of the study is the Simultaneous Triangle Design, one of the types of karma methods. The work group has been formed by 247 teachers who continue their functions in the state institutions in İzmir during the good period of the 2019-2020 educational and educational year. In the study, the method of sample cartopus, which is used from the Purpose Example Methods, was used. The demographic form of information prepared by the researchers as data collection tools, the survey form and the interview form were used. The study applied frequency, Crosstab and ski frame analysis to the analysis of quantum data. For the analysis of the quality data, the content analysis was carried out. According to the findings, 49.4 percent of the teachers who participated in the study found that they did not take a special training course, while 66.3 percent found that the student had a special learning difficulty. Crosstab and Kay Kare’s analysis results show that teachers with equal weight-based industry, previously taught on special education, and with special learning difficulties have given significantly more accurate answers to the survey subjects. When the quality findings of the study are examined, it has been found that the following sub-themes are obtained: Age-back/Late learning, Difficulty in defining, emphasis on experienced difficulties, Opinions that break the wrong myths, Contradictions, Difficulty in distinguishing, Learning Levels and Paths, Learning and Qualification Areas, Behavioral Differences, Externally Apparently Faced Strikes/Hinder Conditions, Cognitive Social Emotional Problems, Family-Related Problems, Physical Origins and Other Problems, Approaches, Needs Orientation Teachers, Technical and Educational Needs. The findings obtained were discussed in the light of the area.
It was aimed to examine the knowledge levels of the teachers about the spesific learning difficulty according to various variables and to reveal their opinions and misconceptions on the subject in this study. The layout of the study is the Simultaneous Triangulation pattern, one of the mixed method. The study group consists of 247 teachers who continue their teaching duties in Izmir in 2019-2020 education and training fall semester. The snowball sampling method, one of the purposeful sampling methods, was used in the study. Demographic information form, questionnaire form and interview form prepared by the researchers were used as data collection tools. In the study, frequency, Crosstab and chi-square analysis were applied in the quantitative analysis. Content analysis was carried out for the qualitative data. According to the findings, it was seen that 49.4% of the teachers stated that they did not take a course related to special education and 66.3% of them stated that they have students with the diagnosis of spesific learning difficulty. Crosstab and chi-square analysis results revealed that teachers who have equally weighted branches, have taken special education lessons, have students with the diagnosis of spesific learning difficulty, gave significantly more correct answers to the items of the questionnaire. When the qualitative findings of the study were examined, it was seen that the following sub-themes were obtained; Falling behind peers/late learning, difficulties in identification, emphasis on difficulties, views that destroyed wrong myths, contradictions, difficulties in differentiation, learning levels and ways, learning and competence areas, behavioral differences, emphasis on appearance/ disability, cognitive social emotional problems, family problems, physical based and other problems, approach types, need-oriented teacher techniques, cooperation and training needs. The findings were discussed in the light of the literature.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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