The novel coronavirus (COVID-19) pandemic that started in December 2019 led to the closure of schools on a global level, and implementation of strict social distancing measures has led to rapid and prevalent changes in conventional forms of education and instruction. In this period where distance education is preferred in education processes, the education technology competencies of teachers have gained importance. In this context, this study aimed to determine the education technology competencies of special education teachers. The descriptive study included 114 special education teachers. The data were collected by using the “Education Technology Competencies Scale for Teachers” and analyzed by using the SPSS 25 package software. The maximum total score that could be obtained in the scale that was used in the study is 190. It was determined that, with the mean score of 155.27, the participants of this study had an education technology competency level of 81.72%. In this study which investigated the technological competencies of special education teachers, no significant difference was found based on the participants’ gender, professional experience or areas of teaching. Considering the items in the dimensions of the scale, it was found that the male teachers were more competent in terms of technical knowledge on technology, while the female teachers used the technological knowledge they had more effectively in classes, instruction and materials, as well as in communication with both students and parents. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0778/a.php" alt="Hit counter" /></p>

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gereksinimli öğrencilerle Fen Bilimleri öğretimine ilişkin yapılan araştırmaların gözden geçirilmesi ÖZFen bilimleri doğayı ve doğal olayları sistemli bir şekilde inceleme, henüz gözlenmemiş olayları kestirme gayretleridir. Fen bilimleri öğretimi öğrencilerin halihazırdaki bilgilerini kullanarak yeni bilgiler edinmelerine ve bu sayede çevrelerini anlamlandırma becerilerini geliştirmelerine olanak tanır. Özel gereksinimli bireylerin toplumsal yaşama katılımının sağlanması ve bağımsız yaşam becerilerinin desteklenmesi bağlamında fen bilimleri öğretiminin önemli olduğu düşünülmektedir. Bu çalışmada ülkemizde 2000-2020 yılları arasında özel gereksinimli öğrencilerle fen bilimleri öğretimine yönelik gerçekleştirilen çalışmaların derlenmesi ve çeşitli değişkenler açısından incelenmesi amaçlanmıştır. Çalışma betimsel tarama modeli kullanılarak gerçekleştirilmiştir. Ulusal Tez Merkezi, Google Akademik ve Ulusal ve Akademik Ağ ve Bilgi Merkezi (ULAKBİM) veri tabanlarında "fen bilimleri eğitimi/öğretimi", "özel gereksinimli birey", "zihin yetersizliği", "otizm", "yaygın gelişimsel bozukluk", "işitme yetersizliği", "üstün yetenek/zekâ", "görme yetersizliği", "öğrenme güçlüğü", "çoklu yetersizlik" anahtar sözcükleri kullanılarak tarama yapılmıştır. Taramada özel gereksinimli bireylere fen bilimleri öğretimine yönelik 25 araştırmaya ulaşılmıştır. Araştırmaların 18'i nitel, 7'si ise nicel araştırma yöntemleri kullanılarak gerçekleştirilmiştir. Nicel araştırmalar bağımlı ve bağımsız değişkenler, araştırma yöntemleri, katılımcılar ve özellikleri, kullanılan veri toplama araçları, izleme/genelleme verileri, gözlemciler arası güvenirlik/uygulama güvenirliği, sosyal geçerlik ve bulgular kategorileri altında, nicel araştırmalar ise araştırma amacı, yöntem, veri toplama araçları, katılımcılar ve özellikleri ve bulgular olmak üzere beş kategoride incelenmiştir. Araştırma bulguları ülkemizde özel gereksinimli bireylerle fen bilimleri öğretimine ilişkin araştırmaların son yıllarda artan bir ivme kazandığını göstermektedir. Fen bilimleri öğretiminin özel gereksinimli bireylerin yaşamlarını bağımsız idame ettirebilmeleri noktasındaki önemi konuya daha fazla odaklanılmasını gerektirmektedir. Özel gereksinimli bireylere fen bilimleri öğretiminde farklı yöntemlerin etkililik ve verimliliklerinin incelendiği çalışmalara gereksinim duyulmaktadır.

It is extremely important to provide sex education to individuals with intellectual disabilities because they do not know where, when, and in which situations their sexual behavior is appropriate or not, and because they cannot control their sexuality. This study aimed to examine the effect of the Sex Education Program for Families of Adults with Intellectual Disabilities (ZACEP) on the knowledge level of families of adults with intellectual disabilities and their attitudes towards their children’s sexual development and sex education. The research adopted a single group pre-test and post-test model, one of the experimental research models. The sample consisted of nine mothers. The effectiveness data of the study were collected through the Parental Sex Education Attitude Scale. SPSS packet program was used for data analysis. The pretest and posttest items were first analyzed with descriptive statistics, then frequency, percentage, and maximum-minimum values were calculated. The t-test analysis for dependent samples is required to compare the pretest and posttest scores of a single group. However, due to the number of participants (N=9), the Wilcoxon Signed Rank Test, which is the nonparametric equivalent of t-test, was used. Research findings showed that the ZACEP did not affect the mothers' attitudes towards the sexuality of adults with intellectual disabilities. Besides, the ZACEP did not affect parents' attitudes towards sexuality at item level.

It is extremely important to provide sex education to individuals with intellectual disabilities because they do not know where, when, and in which situations their sexual behavior is appropriate or not, and because they cannot control their sexuality. This study aimed to examine the effect of the Sex Education Program for Families of Adults with Intellectual Disabilities (ZACEP) on the knowledge level of families of adults with intellectual disabilities and their attitudes towards their children’s sexual development and sex education. The research adopted a single group pre-test and post-test model, one of the experimental research models. The sample consisted of nine mothers. The effectiveness data of the study were collected through the Parental Sex Education Attitude Scale. SPSS packet program was used for data analysis. The pretest and posttest items were first analyzed with descriptive statistics, then frequency, percentage, and maximum-minimum values were calculated. The t-test analysis for dependent samples is required to compare the pretest and posttest scores of a single group. However, due to the number of participants (N=9), the Wilcoxon Signed Rank Test, which is the nonparametric equivalent of t-test, was used. Research findings showed that the ZACEP did not affect the mothers' attitudes towards the sexuality of adults with intellectual disabilities. Besides, the ZACEP did not affect parents' attitudes towards sexuality at item level.