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Bu araştırmanın amacı kaynaştırma eğitimine dahil olan işitme yetersizliğine sahip öğrencilerin dinleme becerilerini geliştirmeye yönelik sınıf öğretmenlerinin görüşlerinin incelenmesidir. Araştırmanın modeli betimsel taramadır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen “İşitme Yetersizliğine Sahip Öğrencilerin Dinleme Becerilerini Geliştirmeye Yönelik Öğretmen Görüşleri Ölçeği” kullanılmıştır. Aynı zamanda bu ölçeğe iki tane açık uçlu soru eklenerek yazılı görüş alınmıştır. Öğretmenlerin işitme yetersizliğine sahip öğrencilerin dinleme becerilerini geliştirmeye yönelik görüşleri 6-10 yıllık kıdeme sahip öğretmenler ile 11-20 yıllık kıdeme sahip öğretmenler arasından bakıldığında 11-20 yıllık kıdeme sahip öğretmenlerin lehine anlamlı farklılık göstermektedir. Öğretmenlerin çoğunluğunun işitme yetersizliğine sahip öğrencilerin eğitimine dair yeterli eğitim almadıkları ve kendi öğrencilerine destek eğitim sağlamadıkları belirlenmiştir. Sınıf öğretmenlerinin işitme yetersizliğine sahip öğrencilerinin dinleme becerilerini geliştirmeye yönelik görsel materyal kullanma, fiziksel düzenleme, derse katılımını sağlama, konuşma hızı, tonu, göz teması kurma, şiir, şarkı, drama katılımı gibi uygulamalar yaptığı belirlenmiştir. Öğretmenler en çok öğrencilerinin iletişim becerilerini geliştirme konusunda yardıma ihtiyaç duymaktadırlar.
The purpose of this research is to study the opinions of classmates aimed at improving the listening skills of students with hearing disabilities that are included in coaching education. The model of the research is a visual scan. The study used the "Teacher Opinion Scale" developed by researchers as a data collection tool to improve the listening skills of students with hearing disabilities. It was also written by adding two open end questions to this scale. The opinions of teachers on improving the listening skills of students with hearing disabilities make a significant difference in the benefit of teachers with 11-20 years of hearing disabilities, from teachers with 6-10 years of hearing and teachers with 11-20 years of hearing. The majority of teachers have been determined that they have not received sufficient education on the education of students with hearing disabilities and that they do not provide support education to their students. Class teachers have been determined to do practices such as the use of visual material to improve their listening skills for students with hearing disabilities, physical arrangement, the provision of class participation, speaking speed, tone, eye contact, poetry, song, drama participation. Teachers mostly need help in developing their students’ communication skills.
The aim of this study was to determine primary school teachers’ opinions on improving listening skills of students with hearing impaired who are included in their classrooms through inclusion education. The model of the research is a descriptive scan. Data were collected using “The Teacher Opinion Scale for Developing Listening Skills of Students with Hearing Impaired" developed by the researchers. At the same time, two open-ended questions were added to this scale and a written opinion was obtained. The teachers’ opinions about improving the listening skills of their students with hearing impaired differed significantly in favor of those teachers with 11-20 years of seniority between teachers with 6-10 years of seniority and 11-20 years of seniority. The majority of the teachers did not receive adequate training on teaching students with hearing impaired and they did not provide support education to their students. It has been determined that the students with hearing impaired of classroom teachers are doing applications such as using visual material, physical arrangement, providing class participation, speaking speed, tone, eye contact, poetry, song and drama participation to improve listening skills. Teachers need help to improve the communication skills of their students.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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