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Bu çalışmanın amacı; tipik gelişim gösteren ve Latin alfabesiyle ilkokuma-yazma öğrenmekte olan öğrenciler ile görme yetisini yüksek oranda kaybeden ve Braille alfabesiyle ilkokuma-yazma öğrenmekte olan görme engelli öğrencilerin yazmaya hazırlık süreçlerini öğretmen görüşleri doğrultusunda karşılaştırmaktır. Okulların açılmasıyla birlikte görme engelli bireyler de tipik gelişim gösteren akranları gibi ilkokuma-yazma eğitimi almaktadır. Ancak, Latin alfabesi ile okuma-yazma öğretimi ile Braille alfabesi ile okuma-yazma öğretimi farklı süreçlerden geçmektedir. Bu nedenle bu çalışmada, Latin ve Braille alfabesi ile ilkokuma-yazma öğretimi öncesi yazmaya hazırlık sürecinde ne tür farklılıklar ya da benzerlikler bulunduğu konusunun öğretmen görüşleri doğrultusunda araştırılarak ortaya konması amaçlanmıştır. Bu çalışma için hazırlanan ve uzman görüşü alınan yarı yapılandırılmış görüşme formu aracılığıyla veri toplanmıştır. Yarı yapılandırılmış görüşme formu ile katılımcılara her iki alfabenin öğretimi esnasında yazmaya hazırlık sürecinde kullanılan ölçme- değerlendirme yöntemleri, öğretim yöntemleri, kullanılan materyaller, öğrencilerin dikkatini toplamak ve öğrencileri güdülemek için kullanılan cümleler ile süreçte kullanılan pekiştireçler açısından her iki gruptaki benzerlikler ve farklılıkları karşılaştırmaya yönelik sorular yöneltilmiştir. Araştırmanın katılımcılarını, Ankara’da iki farklı görme engelliler okulunda görme engelliler öğretmenliği yapmakta olan ve kolay ulaşılabilen beş öğretmen ile Edirne’de üç farklı ilkokuldan tesadüfi seçilen on sınıf öğretmeni oluşturmaktadır. Elde edilen bulgular karşılaştırılarak okuyucuya sunulmuştur. Araştırmanın karşılaştırmayı amaçladığı, ölçme-değerlendirme yöntemleri, öğretim yöntemleri ve materyaller açısından her iki grup öğretmenlerinin görüşlerinden elde edilen bulgularda belirgin farklılıklar olsa da öğrencilerin dikkatini toplamak ve öğrencileri güdülemek için kullanılan cümleler ile kullanılan pekiştireçler açısından belirgin bir farklılık yoktur.
The aim of this study is to compare the processes of preparation for writing of students with typical developments and who are learning to read-writing with the Latin alphabet with students with high loss of vision and who are learning to read-writing with the Braille alphabet according to the teacher's opinions. With the opening of the schools, people with visual disabilities also receive first-read-writing training, like their typical developing co-workers. However, reading-writing teaching with the Latin alphabet and Braille alphabet passes through different processes. Therefore, in this study, the aim of the Latin and Braille alphabet and pre-read-writing teaching is to reveal what kind of differences or similarities are in the process of preparation for writing, according to the teachers’ opinions. The data was collected through the semi-configured interview form prepared for this study and received the expert opinion. With the semi-configured interview form, the participants were given questions to compare the similarities and differences in both groups in terms of the measurement-evaluation methods used in the preparation process for writing during both alphabets, the teaching methods, the materials used, the phrases used to gather the attention of the students and encourage the students and the reinforcements used in the process. The participants of the study are composed of ten class teachers randomly chosen from three different primary schools in Edirne with five teachers who are teaching in two different visual disabled schools in Ankara and are easily accessible. The results are compared to the reader. Although there are clear differences in the findings obtained from the opinions of both groups of teachers in terms of measurement-evaluation methods, teaching methods and materials that the study aims to compare, there is no clear difference in terms of the booster used to gather the attention of students and the sentences used to drive students.
The purpose of this study: to compare with teacher's view preparation process of write of students who are learning typical reading and writing with Latin alphabet and viasvally imprained student who are learning to read and write with Braille alphabet and can not see high rate. With the opening of schools, visially impaired individuals reaive also first reading and writing education as their typically developis pears. However, The teaching of reading and writing with Latin alphabet and the teaching of reading and writing with Braille alphabet go through different processes. For this reason, in this study, it was aimed to investigated in the direction of teacher opinions what kind of diffirences or similiarities in preparetion process of writing before writing and reading intruction with Latin and Braille. Data were collected through a semi-structured interview form prepared for this study and received expert opinion. Participants were asked to compare the similarities and differences in the two groups in terms of the measurement and evaluation methods used in the writing preparation process during teaching of both alphabets, semi-structured interview form, teaching methods and used materials, sentences used to attract students and encovraging students and reiforcements used in process. Participants of study consisted of five randomly selected teachers who were teaching visually impairments in two differents visual impairtment school in Ankara and ten classroom teachers who were selected randomly from three differents primary schools in Edirne. The finding were compared and present to the reader. Although there are significant differences in the finding obtained from the view of the two groups of teachers in term of the measurement evaluation methods, teaching methods and materials that the researcher is aiming to compare, there is no significant difference in terms of the reinforcement used with the statements used to attract students attention and students motivation.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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