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Bu çalışmanın amacı, ilkokulda görev yapan öğretmenlerin görüşlerine başvurarak genel ve özel eğitim sınıflarında zihinsel yetersizliği olan öğrencilere okuma yazmayı öğretirken karşılaştıkları sorunların çözümünde geliştirdikleri stratejileri belirleyebilmektir. Bu amaç için nitel bir araştırma yöntemi olan fenomolojik araştırma yaklaşımından yararlanılmıştır. Çalışma grubu oluşturulurken, amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi kullanılmış ve sınıfında zihinsel yetersizliği olan öğrencisi/öğrencileri bulunan 13 öğretmene ulaşılmıştır. Veriler, yarı yapılandırılmış görüşme formu ile elde edilmiş ve görüşmeler sırasında araştırmaya gönüllü olarak destek veren sınıf öğretmenlerinin yarı yapılandırılmış görüşme formunda bulunan 6 açık uçlu soruya cevap vermeleri istenmiştir. Araştırmada, nitel araştırmalarda aranan geçerlik ve güvenirlik ölçütlerini sağlamak amacıyla, inandırıcılık, tutarlık, aktarılabilirlik ve teyit edilebilirlik ölçütleri göz önünde bulundurulmuştur. Elde edilen veriler içerik analizi ve betimsel analiz tekniğiyle analiz edilmiştir. Katılımcı görüşleri ortak temalar halinde birleştirilirken, katılımcı görüşlerinden alıntılar sunulmuştur. Araştırma bulguları ‘öğretmenlerin okuma-yazma öğretim sürecinde benimsedikleri yaklaşım, karşılaştıkları sorunlar, uyguladıkları stratejiler ve geliştirdikleri öneriler’ olmak üzere dört temada değerlendirilmiştir. Bu çalışmada öğretmenlerin tamamının, öğrenci merkezli bir yaklaşım benimseyerek okuma-yazma etkinliklerini zihinsel yetersizliği olan öğrencinin gereksinimlerini göz önünde bulunduracak şekilde gerçekleştirdikleri anlaşılmıştır. Çocuğu merkeze alan bir yaklaşımla, öğrencinin yetersizliklerine değil yeterliliklerine bağlı olarak gerçekleştirdikleri okuma-yazma etkinliklerinde öğretmenlerin ‘yöntemleri seçerken, araç-gereçleri kullanırken, etkinlikleri düzenlerken’ farklı uygulamalara yer vermeye çalıştıkları anlaşılmıştır.
The aim of this study is to be able to identify the strategies they have developed in addressing the problems they encounter while teaching students with mental disabilities in general and private educational classes. The phenomological research approach, which is a qualitative research method for this purpose, has been used. During the creation of a working group, the measurement sampling method was used from targeted sampling methods and 13 teachers with mental disabilities were reached in the classroom. The data was obtained through a semi-structured interview form and the class teachers who voluntarily supported the research during the interviews were asked to answer the 6 open end questions in the semi-structured interview form. In the research, in order to ensure the validity and reliability criteria sought in quality research, reliability, consistency, portability and validity criteria have been taken into account. The obtained data was analyzed through content analysis and visual analysis techniques. While the participants' opinions are combined into common topics, citations from the participants' opinions are presented. The research findings have been evaluated on four topics, including "the approach that teachers adopt in the reading-writing teaching process, the problems they encounter, the strategies they implement and the recommendations they develop". In this study, it is understood that all teachers, by adopting a student-centered approach, conduct reading-writing activities in such a way as to take into account the needs of the student with mental disability. With an approach to focusing the child, it is understood that in the reading-writing activities that they carry out depending on the disadvantages of the student, not on their skills, teachers are trying to put in different practices when they 'select methods, use tools, organize events'.
The purpose of this study by referring to the opinions of teachers working in primary school, while they face while teaching literacy to the students with intellectual disabilities is to determine the strategies they have developed in solving the problems. For this purpose, a qualitative research approach of phenomenological research methods was used. In the creation of the study group, the criterion sampling method from purposeful sampling methods was used and 13 teachers who had mentally disabled students were reached. The data was obtained through a semi-structured interview form and the classroom teachers who voluntarily supported the research during the interviews were asked to answer 6 open-ended questions in the interview form. In order to provide the validity and reliability criteria sought in qualitative research, credibility, consistency, transferability and confirmability criteria were taken into consideration. The data were analyzed using content analysis and descriptive analysis techniques. Participants' views are combined into common themes, while excerpts from participants' views are presented. The findings of the research were evaluated in four themes: 'the approach teachers adopted during the process of reading and writing, the problems they faced, the strategies they applied and the suggestions they developed’. Inthe present study, it is understood that all of the teachers adopt a student-oriented approach to conduct reading-writing activities, and take the needs of the students with mental disabilities into account. The teachers that focus on the adequacies of the students rather than their inadequacies while conducting reading-writing activities are observed to prefer such practices as the ones that are based on individual differences. That is already understood from the different practices conducted by the teachers ‘while selecting methods, using tools-materials, and arranging activities.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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