Abstract:

This study aims to determine the individual learning needs of 6th grade visually impaired students in Science lessons and Musculoskeletal System, to design and implement a teaching model that could meet these needs, and to evaluate this model from various aspects. The study was conducted with the Design-Based Research model, and the ADDIE model was used as the design model. In the first stage of the study, which was completed in three basic stages, the individual learning needs of 6th grade visually impaired students and their learning levels about the concepts of "Musculoskeletal System" were determined. In the second stage, instructional materials and activities were designed and implemented following the identified needs and individual characteristics of the students. In the last stage, the effectiveness of the instructional design was evaluated from various aspects. While working with six visually impaired students (two of whom were blind) in the first stage (needs analysis) of the study, it was studied with nine visually impaired students (four of whom were blind) in the implementation stage. As a data collection tool, semi-structured observation and interview forms, Gazi Functional Vision Assessment Instrument and expert opinion forms were used. Descriptive analysis was performed in the analysis of the qualitative data obtained. As a result of the study, it was determined that the instructional design, prepared to learn the concepts of "Musculoskeletal System" effectively by visually impaired students, met the identified needs of the students and made positive contributions to their concept learning.

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