Özet:

The general purpose of visual design in the curriculum books is to bring the student closer to the book, to provide information transfer, to make the book interesting. Images (illustrations), texts (tipography), the color used in the curriculum books are intended to provide the student with knowledge and behavior. The visual quality and aesthetic in design facilitates the perception of students and plays a role in the development of the students’ aesthetic emotions and acquiring a book reading habit. In the curriculum books, students need visuals in terms of influencing their imagination, developing their aesthetic likes, addressing the worlds of emotions, influencing their development of intelligence, providing the subject and content integrity for learning gain. It is therefore important that the designs of the curriculum content used in the private educational schools are in support of learning, the measurement and evaluation of the basic parameters such as the design competence is a positive contribution to the level of learning and perception of the students. In this study, the objective of the Social Skills 1st Grade curriculum is to contribute to the level of perception of students and evaluate the ability of the book in terms of visual design. Between 2021 and 2022, 26 special educational teachers who worked at the Tokat/Erbaa Special Education Applied School were applied a demographic information form and a semi-configured open end question form to obtain socio-demographic information. The visual and design elements used in the book in the open-end question form were analyzed in accordance with the student's perception level, the interest of the illustrations in the book content, page layout, the font and size used, thoughts about the colors used in the images in the book content, the visual elements and typography relationship, the visual elements and the text used in the content, the impact on learning of the harmony between the text used in the book, the gap in the book, the availability rate in the page and whether there is a balanced design distribution between the subject. The ethical permission of the study was obtained by the E-33490967-044-167686 license from the Social and Human Sciences Research Board of the University of Tokat Gaziosmanpaşa on 27.05.2022.

This research is a qualitative research done using phenomenological methods and the data is collected through focus group interviews. The forms prepared in accordance with the field’s expert opinions have been applied to special training teachers after the content analysis of the data obtained. Data analysis is done with the SPSS 25 statistical package program.

Social Skills prepared by the Ministry of National Education 1st Grade curriculum contents the contents of the images contribute to the level of perception of students and the qualification of the book in terms of visual design when assessed, the book content has design problems, typographic arrangements are not subject to the design principles and there is no color diversity. There are also hierarchical problems in the visual elements used and it can be said that it is necessary to make arrangements with respect to their sizes. The research has found that page adjustments make it difficult to perceive instead of contributing to learning, there are design deficiencies in application events pages such as image matching. The empty/filled scope in the book does not serve the purpose. The use of visual items and typography has a problem with size/point. This research has shown that the design problems and shortcomings in the 1st Grade of Social Skills curriculum have a negative impact on the level of perception of students, that it makes it difficult to learn, that the book is not sufficient in terms of visual design, that the shortcomings should be resolved and the book design should be developed.

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