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Bu araştırmanın amacı, görme engelli bireylerin merkezi sınav düzenlemelerine ilişkin görüşlerinin belirlenmesidir. Araştırmada betimsel model kullanılmıştır. Katılımcılar 74 görme engelli bireyden oluşmaktadır. Veri toplama aracı olarak Görme Engelliler için Sınav Erişilebilirlik Anketi (GESEA) kullanılmıştır. Veriler betimsel olarak analiz edilmiştir. Diğer sınav düzenlemeleri sorusuna verilen yanıtlar ise içerik analizi ile çözümlenmiştir. Bulgulara göre, görme engelli bireyler sınav kılavuzuna erişmede zorluklar yaşamakta iken kılavuzun sınav hakkında yeterli bilgi sağladığı görüşündedirler. Görme engelli bireylerin 43'ü verilen ek sürenin yetersiz olduğunu 66'sı dinlenme arası verilmesini istediğini belirtmiştir. Görme engelli bireylerin tamamı teknolojik araç-gereçler ile sınava girmek istediklerini ifade etmiştir. Bunun yanında görme engelli bireylerin %75,7'si Braille daktilo, %54,1'i ise Braille tablet ile sınava girmek istediğini belirtmiştir. Görme engelli bireylerin yarıdan fazlası sınavın sessiz bir ortamda uygulandığını (%68,9) ve sınavın yankı yapmayan bir ortamda yapılmasını istediğini (%71,6) beyan etmiştir. Son olarak, elde edilen bulgular ilgili alanyazın çerçevesinde tartışılmış ve önerilerde bulunulmuştur.
The purpose of this research is to determine the views of sightless individuals on the central examination arrangements. In the study, a model was used. The participants are composed of 74 visual disabled individuals. The data collection tool is the Test Accessibility Survey (GESEA) for viewing disabled people. The data has been analyzed in a visual way. The answers to the question of the exam arrangements are resolved by content analysis. According to the findings, people with visual disabilities are believed that the guide provides sufficient information about the exam while they are experiencing difficulties in accessing the exam guide. 43 of those with visual disabilities said that the additional time given was insufficient; 66 said they wanted to be given between resting. All people with visual disabilities expressed their desire to enter the exam with technical vehicles. In addition, 75.7 percent of people with visual disabilities said they wanted to go to the Braille test and 54.1 percent said they wanted to go to the Braille test with Braille tablets. More than half of people with visual disabilities said the exam was conducted in a quiet environment (68.9%) and they wanted the exam to be conducted in a non-focus environment (71.6%) Finally, the findings obtained were discussed in the framework of the relevant area and presented in recommendations.
The main aim of this study is to examine the opinions of individuals with visual impairment about the exam accommodations in high-stakes tests. In study descriptive model was used. The participants consisted of 74 individuals with visual impairment. Test Accessibility Questionnaire for Visually Impaired Individuals (TAQ-VII) was used as the data collection tool. The data were descriptively analyzed. The answers given to the question of other exam accommodations were also analyzed by content analysis. According to the findings, although individuals with visual impairment have difficulties to access the exam guides, they are of the opinion that the exam guides provide enough information about the exam. 43 of the individuals with visual impairment stated that the extra time provided is insufficient, and 66 of those stated that they want to have breaks. All individuals with visual impairment expressed that they want to take exams via technological devices. In addition, the individuals reported that they want to have exams by means of Braille typewriter (75.7%) or Braille slate (54.1%). More than half of the individuals stated that the exams were conducted in silent environments (68.9%), and that they want the exams to be conducted in non-echoed environments (71.6%). At the end, the findings were discussed within the framework of the related literature and suggestions were provided.
Field : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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