Öğretmen Adaylarının Özel Gereksinimli Bireylerin Eğitimine Yönelik Görüşleri

Erdoğan, Sezen Camcı

doi:10.21565/ozelegitimdergisi.663271

Cited by 9 publications

(2 citation statements)

References 18 publications

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“…Bu durum, iki kere farklı öğrencilerin fark edilmesi ve desteklenmesinde öğretmen rolünün önemini arttırmaktadır (Neihart, 2008;Wang & Neihart, 2015). Bu konuda öğretmenlerin tutumları oldukça kıymetlidir (Camcı-Erdoğan, 2020;Orel vd., 2004, Şahin & Güldenoğlu, 2013. Çünkü bir öğretmen iki kere farklı bir öğrenci için olumlu tutum göstermiyorsa bu öğrencinin sınıf ortamında potansiyelinin desteklenmesi mümkün olmayacaktır (Brody & Mills, 1997).…”

Section: öZel Eğitim öğRetmen Adaylarının İki Kere Farklılığa Yönelik Metaforik Algılarıunclassified

Özel Eğitim Öğretmen Adaylarının İki Kere Farklılığa Yönelik Metaforik Algıları

SAKAR

KOKSAL

2021

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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An individual's ability and disability in one or more areas is called twice-exceptionality. The aim of this study is to examine the metaphorical perceptions of prospective special education teachers about the concept of twice-exceptionality. The research was designed as a case study, one of the qualitative research methods. The study, consisting of participants determined by criterion sampling, was carried out with the participation of 175 teacher candidates studying in the special education department in the 2020-2021 academic year

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Section: öZel Eğitim öğRetmen Adaylarının İki Kere Farklılığa Yönelik Metaforik Algılarıunclassified

Özel Eğitim Öğretmen Adaylarının İki Kere Farklılığa Yönelik Metaforik Algıları

SAKAR

KOKSAL

2021

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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“…Individuals with special education needs are expressed as "individuals who show significant differences from their peers in terms of individual characteristics and educational competencies for different reasons" (Ministry of National Education [MoNE], 2018). Individuals with special needs; mental disability, attention deficit and hyperactivity disorder, language and speech difficulties, emotional and behavioral disorders, visual impairment, hearing impairment, physical impairment, learning disability, autism spectrum disorder (ASD), and chronic disease (Camci Erdogan, 2021).…”

Section: Introductionmentioning

confidence: 99%

A case study on the educational evaluation and diagnosis process of children with autism spectrum disorder

Küçükgöz

Özaydın

2023

PEDAGOGICAL RES

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The aim of this study is to examine the educational evaluation and diagnosis process of individuals with autism spectrum disorder (ASD). This study, which was implemented in the Guidance and Research Center (GRC) in Dulkadiroglu District of Kahramanmaras in 2019, was carried out with participants consisting of two administrators, seven teachers and seven parents with children with ASD. The research adopts the phenomenological approach, which is one of the qualitative research methods. Interview techniques were used in accordance with this model. The findings obtained from the data analyzed with content analysis were explained with six themes as medical diagnosis, ambient, personnel competence, measurement tools, individuals with ASD and parents. Difficulties in the evaluation process of children with ASD in GRC are stated as evaluation based on medical diagnosis, lack of diagnostic authority of GRCs, not communicating with individuals with ASD before evaluation, uniform assessment environment, instant evaluation. In addition, it was stated that the inexperience of the staff about ASD and the insufficient knowledge of using measurement tools negatively affected the evaluation process. The suggestions of the participants to improve the process were not to make evaluations based on medical diagnosis, to communicate with individuals with ASD before the evaluation, to diversify the evaluation environments and to extend the time, and to enrich the observations with various environments. Increasing personnel competence with in-service training, planning in undergraduate programs, developing a measurement tool for individuals with ASD, shortening the waiting period for families and facilitating appointment were among the suggestions.

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Teachers' experiences, problems and solutions regarding special education and inclusive education in secondary school mathematics lessons: The case of Turkiye

KIRMIZIGÜL

2022

International Journal of Educational Studies in Mathematics

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The aim of the research is to present the secondary school mathematics teachers’ experiences regarding special education and inclusive education, determine the challenges and needs, find solutions through teachers, and describe the current situation, respectively. The phenomenological method was preferred in line with the stated aims. The participants of the study are eight secondary school mathematics teachers working in Elazığ province and they were included in the research by using the criterion sampling method, which is one of the purposeful sampling types. A semi-structured interview form consisting of 11 questions was used to collect data in the current study. The obtained data were analyzed using the descriptive analysis method. The mathematics teachers have limited knowledge about the general features of individuals with special needs in special education and inclusive education. The majority of the teachers did not receive on-the-job training regarding special education and inclusive education. It was identified that the mathematics teachers experience challenges due to students’ features, and pedagogical problems. Another result of the study showed that the mathematics teachers had the most difficulty in numbers and operations learning areas in special education and inclusive education. Suggestions can be made based on the research results. Mathematics teachers working at secondary schools should be informed about the general features of individuals with special needs and should be directed to on-the-job training on special education and inclusive education.

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Öğretmen Adaylarının Özel Gereksinimli Bireylerin Eğitimine Yönelik Görüşleri

Cited by 9 publications

References 18 publications

Özel Eğitim Öğretmen Adaylarının İki Kere Farklılığa Yönelik Metaforik Algıları

Özel Eğitim Öğretmen Adaylarının İki Kere Farklılığa Yönelik Metaforik Algıları

A case study on the educational evaluation and diagnosis process of children with autism spectrum disorder

Teachers' experiences, problems and solutions regarding special education and inclusive education in secondary school mathematics lessons: The case of Turkiye

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