Engelli Öğrencilerin Üniversite Eğitimi Sürecinde Karşılaştığı Güçlükler: Van Yüzüncü Yıl Üniversitesi Örneği

Mengi, Abdurrahman

doi:10.23891/efdyyu.2019.122

Cited by 10 publications

(18 citation statements)

References 2 publications

(2 reference statements)

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“…Bu güçlüklerin bafl›nda, özel gereksinimli bireylerin kendini kabulle ilgili sorunlar›n›n olmas›n›n yan› s›ra (Akçamete, 1999), yetersizli¤inin türüne ve derecesine göre akademik uyarlamalar ve idari personelle iletiflim konular›nda (Pifltav Akmefle, 2018) ve e¤itim ortamlar›na fiziki eriflimlerinde (Sar›, 2005;Sevinç ve Çay, 2017, Shevlin, Kenny ve Mcneela, 2004Tekin, 2019) yaflad›klar› güçlükler gelmektedir. Ayr›ca özel gereksinimli ö¤rencilerin yetersizliklerinden kaynakl› materyal temininin göz ard› edildi¤i (Burcu, 1999;Kayhan, fien ve Akçamete, 2015), ö¤renme ortamlar›nda ve ö¤retim elemanlar›n›n tutumlar›nda olumsuzluklar oldu¤u (Bartz, 2020), ders ve s›navlarda anl›k, geçici çözümler sunul-du¤u (Tekin, 2019), ölçme-de¤erlendirme süreçlerinde güçlüklerin yafland›¤› (Kam›fl ve Demir, 2018), bofl zamanlar›n› geçirecek sosyal ve kültürel etkinliklere kat›lmakta (Dökmen ve Tutarel-K›fllak, 2004) ve bu mekanlara eriflimde s›n›rl›l›k-lar›n›n oldu¤u (Mengi, 2019) ve çevrelerindeki bireylerin kendilerine yönelik olumsuz tutumlar sergiledi¤i de bu süreçte yaflanan di¤er güçlüklerdendir. Dolay›s›yla özel gereksinimli ö¤rencilerin yaflad›klar› tüm bu olumsuzluklar›n e¤itime kat›lmalar›nda engel oluflturdu¤u yap›lan araflt›rmalarda ortaya konmufltur (Borland ve James, 1999;Chard ve Couch, 1998;Huang vd., 2020;Moriña, 2017).…”

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“…Lisans ö¤rencileriyle yap›lan çal›flmalarda belirtilen sorunlar, özel gereksinimli ö¤rencilerin gereksinimleri de göz önünde bulundurul-du¤unda e¤itime eriflilebilirliklerini daha da zorlaflt›rmaktad›r ve daha büyük boyutlarda sorunlara neden olmaktad›r. Örgün e¤itim sürecinde derslere kat›l›mda fiziksel mekana eriflim sorunu (Mengi, 2019;Sar›, 2005;Sevinç ve Çay, 2017;Shevlin vd., 2004;Tekin, 2019) ön planda iken uzaktan e¤itimde bu sorun sanal s›n›fa eriflim fleklinde yer de¤ifltirmifltir.…”

Section: Tart›flma Ve Sonuçunclassified

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Being a Student with Special Needs in Higher Education during the Covid-19 Pandemic: Experiences and Ways to Cope with Difficulties

Güçyeter¹,

Ayvazoğlu²,

Yildirim³

2022

Yuksekogretim Derg

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The transition of universities to the distance education system due to the Covid-19 pandemic has revealed the need to take measures to ensure the active participation of students in educational practices and to prevent their education from being adversely affected. If proper measures are not taken, students with special needs are among the groups with high probability of experiencing difficulties even in formal education. Therefore, in this study, the experiences of students with special needs as well as ways to cope with these difficulties during the Covid-19 pandemic were investigated. 56 students with special needs studying in various universities across Turkey participated in the cross-sectional study in which a survey questionnaire developed by the researchers was used. Descriptive statistics were used to analyze the data. The findings revealed that students mostly experienced difficulties regarding the devices used (41.07%) and internet access (33.93%). It was also determined that courses and exams were not adapted according to the students’ needs (39.29%), and students experienced difficulties in accessing the resources while preparing for the exams (57.14%). In addition, students also had difficulties in reaching the authorities from the university (28.57%) and reported that the announcements made by the disability services office were inadequate (25%). In dealing with the difficulties students either increased the limit of their internet or bought unlimited internet access packages (62.50%), and they also asked friends (69.64%) and student counselors (42.86%) for help. Although precautions were taken during the Covid-19 pandemic, students with special needs still experienced difficulties in accessing education at universities. For this reason, it is important to conduct comprehensive studies on the causes of the problems experienced to facilitate the educational accessibility for students with special needs and to find solutions for students with special needs to ensure that they actively continue their education.

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Being a Student with Special Needs in Higher Education during the Covid-19 Pandemic: Experiences and Ways to Cope with Difficulties

Güçyeter¹,

Ayvazoğlu²,

Yildirim³

2022

Yuksekogretim Derg

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“…Üniversite öğrencilerinin ihtiyaçları genel olarak benzerlik göstermektedir. Fakat üniversite kampüslerinin planlanma ve tasarımında engelli öğrencilerin temel ihtiyaçları ve istekleri göz önünde bulundurulmaması, onların üniversite yaşamlarında birçok sorunla karşı karşıya kalmasına neden olmaktadır (Mengi, 2019).…”

Section: üNiversite Kampüslerinde Engelli öğRencilerin Karşılaştıkları Sorunlarunclassified

“…Oysaki üniversite yılları öğrencilerin sosyalleşme ve kültürlenmeleri için büyük bir fırsattır. Ayrıca engelli üniversite öğrencilerinin, arkadaşlık etmek istedikleri birçok öğrencinin onlara karşı tutum ve davranışları nedeniyle sınırlı arkadaş çevresi oluşmaktadır (Mengi, 2019).…”

Section: üNiversite Kampüslerinde Engelli öğRencilerin Karşılaştıkları Sorunlarunclassified

Some Suggestions for Barrier-Free Design of Uni̇versities Campuses; Example of İnönü Uni̇versity Campus

Pouya¹,

Kocaaslan²

2020

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“…Students with disabilities have mostly difficulties accessing services at any level of the education system. Even if they are settled in universities on equal terms, disabled students do not have equal opportunities to participate in educational processes due to their different biological, psychological, or sociological differences or insufficiencies [22]. Equal participation of students with disabilities is very important.…”

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Development of a remote laboratory for an electronic circuit design and analysis course with increased accessibility by using speech recognition technology

Yayla

Korkmaz

Buldu

et al. 2020

Comp Applic In Engineering

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When the curricula of engineering undergraduate programs are examined, it can be seen that experimentation plays a very important role and the learning outcomes of the courses are mostly dependent on practical abilities. However, there may be a few who cannot use their hands permanently or temporarily among the students who are attending these courses. Therefore, the participation of disabled students in this part of the course has always been a problem. In this paper, a remote laboratory application that aims to increase the accessibility of electronic circuit design and analysis courses by using speech recognition technology is introduced. This laboratory is designed for handsfree operation and enables students to analyze the electronic circuits by speaking. Google Web Speech API was used for speech recognition and the user interface was designed using Adobe Flash Professional. The parameters are sent to the ASP.NET page by using ActionScript 2.0 programming language. The application developed by using C# programming language enables programming the experimental hardware that includes a signal generator, a Raspberry Pi 2 with a camera, an oscilloscope, and a new test card. In the Raspberry Pi 2, Python programming language was used to select the desired experiment from those present on the board and to control digitally programmable circuit components such as digital potentiometers or parameters such as the DC reference voltage level. When the student successfully completes the predefined experimental procedures, an automatically generated e-mail is sent to the instructor including the student's username, log-in time, the oscilloscope screenshots, and ideal experimental results. K E Y W O R D S disabled students, electronics circuit analysis remote lab, increased accessibility, speech recognition, Web Speech API 1 | INTRODUCTION Education, which forms the basis of growth and development, is a right of all students with or without disabilities. According to the OECD 2011 report, the number of students with disabilities is increasing [29]. There were 94,120 new students with a disability that started university in England in 2017/18 [6]. In Turkey, the Barrier-Free AUTHOR BIOGRAPHIES Ayse Yayla received her B.Sc. degree in Electronic and Computer Department from Technical Education Faculty in Marmara University, Turkey. She received M.Sc. and Ph.D. degree in Electronics and Computer Education from

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Engelli Öğrencilerin Üniversite Eğitimi Sürecinde Karşılaştığı Güçlükler: Van Yüzüncü Yıl Üniversitesi Örneği

Cited by 10 publications

References 2 publications

Being a Student with Special Needs in Higher Education during the Covid-19 Pandemic: Experiences and Ways to Cope with Difficulties

Being a Student with Special Needs in Higher Education during the Covid-19 Pandemic: Experiences and Ways to Cope with Difficulties

Some Suggestions for Barrier-Free Design of Uni̇versities Campuses; Example of İnönü Uni̇versity Campus

Development of a remote laboratory for an electronic circuit design and analysis course with increased accessibility by using speech recognition technology

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