Year 2019, Volume 8, Issue 1, Pages 208 - 230 2019-02-01

Zihinsel Yetersizliği Olan Öğrencilere Gömülü Öğretim Yöntemi İle Sunulan Kavram Öğretiminin Etkisi
The Effect of Concept Learning with Embedded Instruction to the Students with Intellectual Disabilities

Nilüfer Altun Könez [1] , Ayşenur Çelik Şahin [2] , Gamze Apaydın [3] , Betül Yılmaz [4] , Çığıl Aykut [5]

75 171

Bu araştırmanın amacı, yarım kavramının sandviç yapma becerisinin içerisine gömülerek öğretilmesinin, zihinsel yetersizliğe sahip öğrencilerin bu beceri ve kavramı kazanmalarına olan etkisinin incelenmesidir. Araştırmanın katılımcılarını Ankara ilinde bir eğitim uygulama okuluna devam eden, yaşları 11 ile 14 arasında değişen hafif zihinsel yetersizliği olan üç öğrenci oluşturmuştur. Araştırmada, tek denekli deneysel desenlerden denekler arası yoklama evreli çoklu yoklama deseni kullanılmıştır. Araştırmanın bağımlı değişkeni, katılımcıların sandviç yapma becerisini ve yarım kavramını kazanma düzeyleri, bağımsız değişkeni ise sandviç yapma becerisinin içine yarım kavramının gömülerek öğretilmesidir. Araştırma sonucunda, üç katılımcının da sandviç yapma becerisini kazandıkları görülmektedir. Ek olarak yarım kavramının sandviç yapma becerisinin içerisine gömülerek öğretilmesinin, bu kavramın kazanılmasında iki katılımcı için etkili olduğu; bir katılımcı için etkili olmadığı görülmüştür. Ayrıca, elde edilen bulgular, katılımcıların beceriye ilişkin kazanımlarını, uygulama evresi tamamlandıktan dört ve altı hafta sonra da sürdürdüklerini göstermiştir.

The aim of this research is to analyse the effect of teaching half concept embedded in sandwich making skills for the students with intellectual disabilities. The participants of this research consists of three students between the ages of 11 and 14 with mild intellectual disabilities and continue their education in a practice school in Ankara province. In this research, multiple probe design method is used in this single subject experimental design research model. At the end of the research, the concept teaching embedded in sandwich making skill is effective in acquiring the half concept by two participants in the material of concept measure, but did not work in one participant. Furthermore, the received findings showed that participants acquire and maintain half concept and generalize it to the different people after four and six weeks later when the practice session is completed. When social validity of the research is analysed, the practisers stated that embedded instruction is an easy and effective method to apply. Research findings are discussed within the scope of relevant literature and suggestions are provided for implementation. 
  • Aldemir Fırat, Ö., & Ergenekon, Y. (2018). Uygulamacılar için özel eğitimde farklı bir bakış açısı: Gömülü öğretim [A different perspective on special education for practitioners: Embedded instruction]. Ankara University Faculty of Education Special Education Journal of Electronic Publishing. doi: 10.21565/ozelegitimdergisi.328444
  • Altun-Könez, N., Çelik A., Yılmaz, B., Apaydın, G., & Aykut, Ç. (2015). Ayrıştırılmış Eğitim Ortamında Gömülü Öğretimle Sunulan Kavram Öğretiminin Zihinsel Yetersizliği Olan Öğrencilerin Kavram Edinimine Etkisi [The Impact of Conceptual Presentation of Embedded Instruction in the Separated Educational Environment on the Conceptualization of Students with Intellectual Disabilities]. Report of the 25th National Special Education Congress, 73-74.
  • Aslan, Y., & Eratay, E. (2009). Zihin Engelli Bireylere Kumaş Üzerine Çizilen Desene Pul İşleme Becerisinin Öğretiminde Eşzamanlı İpucuyla Öğretimin Etkililiği [Effectiveness of Teaching with Simultaneous Prompting In Teaching the Skill Of Sequin Embroidering On A Pattern Drawn On Fabric For Individuals With Mental Disability]. Ankara University Faculty of Educational Sciences Journal of Special Education, 10(02), 015-034.
  • Berkeban, C. H. (2013). Gelişimsel yetersizliği olan çocuklara toplumsal uyarı işaretlerinin öğretiminde gömülü öğretimle sunulan eşzamanlı ipucuyla öğretimin etkililiği (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir. [Effectiveness of simultaneous prompting within embedded instruction on teaching community sight words to children with developmental disabilities] (Unpublished master’s thesis, Anadolu University, Institute of Educational Sciences, Eskişehir, Turkey).
  • Birkan, B. (2002). Gelişim yetersizliği olan çocuklara renk öğretiminde eşzamanlı ipucuyla öğretimin etkililiği. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 2, 169-186.
  • Browder, D. M., Wakeman, S. Y., Flowers, C., Rickelman, R. J., Pugalee, D., & Karvonen, M. (2007). Creating access to the general curriculum with links to grade-level content for students with significant cognitive disabilities: An explication of the concept. The Journal of Special Education, 41(1), 2-16.
  • Collins, B. C., Evans, A., Creech-Galloway, C., Karl, J., & Miller, A. (2007). Comparison of the acquisition and maintenance of teaching functional and core content sight words in special and general education settings. Focus on Autism and Other Developmental Disabilities, 22(4), 220-233.
  • Collins, B. C., Hager, K. L., & Galloway, C. C. (2011). Addition of functional content during core content instruction with students with moderate disabilities. Education and Training in Autism and Developmental Disabilities, 22-39.
  • Collins, B. C., Karl, J., Riggs, L., Galloway, C. C., & Hager, K. D. (2010). Teaching core content with real-life applications to secondary students with moderate and severe disabilities. Teaching Exceptional Children, 43(1), 52-59.
  • Çifci-Tekinarslan, İ. (2015). Zihinsel yetersizliği olan öğrenciler [Students with intellectual disabilities]. İ.Diken. (Ed). Özel eğitime gereksinimi olan öğrenciler ve özel eğitim [Students with special education needs and special education]. (136- 164). Ankara, Turkey: Pegem Academy.
  • Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L. (2001). The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delays. Topics in Early Childhood Special Education, 21(4), 213-221.
  • Ducharme, J. M., Lucas, H., & Pontes, E. (1994). Errorless embedding in the reduction of severe maladaptive behavior during interactive and learning tasks. Behavior Therapy, 25(3), 489-501.
  • Eren, B., Deniz, J., & Düzkantar, A. (2013). Orff yaklaşımına göre hazırlanan müzik etkinlikleri içinde ipucunun giderek azaltılması yöntemi ile yapılan gömülü öğretimin otistik çocuklara kavram öğretmedeki etkililiği [The effectiveness of embedded teaching throughthe most-to-least prompting procedure in conceptteaching to children with autism within orff-based music activities]. Educational Sciences: Theory & Practice,, 13(3), 1863-1887.
  • Grisham-Brown, J., Schuster, J. W., Hemmeter, M. L., & Collins, B. C. (2000). Using an embedding strategy to teach preschoolers with significant disabilities. Journal of behavioral education, 10(2-3), 139-162.
  • Horn, E., Lieber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting young children's IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20(4), 208-223.
  • Jameson, J. M., McDonnell, J., Johnson, J. W., Riesen, T., & Polychronis, S. (2007). A comparison of one-to-one embedded instruction in the general education classroom and one-to-one massed practice instruction in the special education classroom. Education and Treatment of Children, 30(1), 23-44.
  • Jameson, J. M., McDonnell, J., Polychronis, S., & Riesen T. (2008). Embedded, constant time delay instruction by peers without disabilities in general education classrooms. Intellectual and Developmental Disabilities, 46(5), 346-363.
  • Johnson, J. W., & McDonnell, J. (2004). An exploratory study of the implementation of embedded instruction by general educators with students with developmental disabilities. Education & Treatmant of Children, 27(1), 46-64.
  • Johnson, J. W., McDonnell, J., Holzwarth, V. N., & Hunter, K. (2004). The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes. Journal of Positive Behavior Interventions, 6(4), 214-227.
  • Karabulut, A., & Yıkmış, A. (2010). Zihin engelli bireylere saat söyleme becerisinin öğretiminde eşzamanlı ipucuyla öğretimin etkililiği [The effectiveness of simultaneous prompting on teaching the skill of telling the time to individuals with mental retardation]. Abant İzzet Baysal University Journal of Education Faculty. 10(2).
  • Karl, J., Collins, B. C., Hager, K. D., & Ault, M. J. (2013). Teaching core content embedded in a functional activity to students with moderate intellectual disability using a simultaneous prompting procedure. Education and Training in Autism and Developmental Disabilities, 363-378.
  • Kurt, O., & Tekin-İftar, E. (2008). A comparison of constant time delay and simultaneous prompting within embedded instruction on teaching leisure skills to children with autism. Topics in Early Childhood Special Education, 28(1), 53-64.
  • Odluyurt, S. (2011). Etkinlikler içine gömülen sabit bekleme süreli öğretimin gelişimsel yetersizliği olan küçük çocuklara giysi isimlendirme becerisinin öğretimi üzerindeki etkililiği [The effects of constant time delay embedded into teaching activities for teaching the names of clothes for preschool children with developmental disabilities]. Educational Sciences: Theory & Practice, 11(3), 1445-1460.
  • Odluyurt, S., & Batu, S. (2010). Gelişimsel yetersizlik gösteren çocuklara kaynaştırmaya hazırlık becerilerinin öğretimi [Teaching inclusion preparation skills to children with developmental disabilities]. Educational Sciences: Theory & Practice, 10(3),1533-1572.
  • Özak H., & Diken İ.H., (2010). Zihinsel Yetersizliği Olan Öğrencilerin İşlevsel Akademik Becerilerine İlişkin Türkiye'de Yapılan Lisansüstü Tezlerin Gözden Geçirilmesi [Functional Academic Skills of Intellectual Disabilities Students Graduate Investigation About Reviews for Thesis in Turkey]. Ankara University Faculty of Educational Sciences Journal of Special Education, 11(01), 043-058.
  • Özyürek, M. (1983). Kavram öğrenme ve öğretme [Concept learning and teaching]. Ankara University Journal of Educational Sciences, 2, 347-366.
  • Pretti-Frontczak, K., & Bricker, D. (2001). Use of the Embedding Strategy during Daily Activities by Early Childhood Education and Early Childhood Special Education Teachers. Infant-Toddler Intervention: The Transdisciplinary Journal, 11(2), 111-28.
  • Pretti-Frontczak, K., & Bricker, D. (2004). An activity-based approach to early intervention. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285.
  • Rakap, S., & Balikci, S. (2016). Using embedded instruction to teach functional skills to a preschool child with autism. International Journal of Developmental Disabilities, 63(1), 17-26.
  • Riesen, T., McDonnell, J., Johnson, J. W., Polychronis, S., & Risen, T. (2002). Effects of embedded instruction on students with moderate disabilities enrolled in general education classes. Education and Training in Mental Retardation and Developmental Disabilities, 363-377.
  • Simpson, K., & Keen, D. (2010). Teaching young children with autism graphic symbols embedded within an interactive song. Journal of Developmental and Physical Disabilities, 22(2), 165-177.
  • Snell, M. E., & Brown, F. (2000). Development and implementation of educational programs. Instruction of students with severe disabilities, 5, 115-172.
  • Şahin, Ş. (2015). Otizmli çocuklara toplumsal uyarı işaretlerinin öğretiminde geleneksel ve gömülü öğretimle sunulan sabit bekleme süreli öğretimin etkililik ve verimliliklerinin karşılaştırılması (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir. [A comparison of the traditionally presented constant time delay intruction and constant time delay instruction with embedded teaching on teaching community alert signs to children with autism spectrum disorders] (Unpublished master’s thesis, Anadolu University, Institute of Educational Sciences, Eskişehir, Turkey).
  • Tawney, J., & Gast, D. (1984). Single subject research in special education. Upper Saddle River, NJ: Merrill.
  • Tekin, E., & Kircaali-Iftar, G. (2001). Özel eğitimde yanlıssız öğretim yöntemleri [Errorless teaching procedures in special education]. Ankara, Turkey: Nobel Publishing.
  • Varol, N. (2005). Beceri öğretimi ve öz bakım becerilerinin kazandırılması[Skill teaching and to gain self-care skills]. Ankara, Turkey: Kok Publishing.
  • Wolery, M., Doyle, P. M., Gast, D. L., & Ault, M. J. (1993). Comparison of progressive time delay and transition-based teaching with preschoolers who have developmental delays. Journal of Early Intervention, 17(2), 160-176.
  • Wolery, M., Anthony, L., Caldwell, N. K., Snyder, E. D., & Morgante, J. D. (2002). Embedding and distributing constant time delay in circle time and transitions. Topics in Early Childhood Special Education, 22(1), 14-25.
Primary Language en
Subjects Social
Journal Section Makaleler / Articles
Authors

Orcid: 0000-0001-8502-0286
Author: Nilüfer Altun Könez (Primary Author)
Institution: GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
Country: Turkey


Orcid: 0000-0001-6346-2294
Author: Ayşenur Çelik Şahin
Institution: GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
Country: Turkey


Orcid: 0000-0002-1368-8858
Author: Gamze Apaydın
Institution: GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
Country: Turkey


Orcid: 0000-0002-2633-5592
Author: Betül Yılmaz
Institution: GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
Country: Turkey


Orcid: 0000-0002-0365-9930
Author: Çığıl Aykut
Institution: GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
Country: Turkey


Dates

Publication Date: February 1, 2019

Bibtex @research article { buefad430011, journal = {Bartın University Journal of Faculty of Education}, issn = {}, eissn = {1308-7177}, address = {Bartin University}, year = {2019}, volume = {8}, pages = {208 - 230}, doi = {10.14686/buefad.430011}, title = {The Effect of Concept Learning with Embedded Instruction to the Students with Intellectual Disabilities}, key = {cite}, author = {Altun Könez, Nilüfer and Çelik Şahin, Ayşenur and Apaydın, Gamze and Yılmaz, Betül and Aykut, Çığıl} }
APA Altun Könez, N , Çelik Şahin, A , Apaydın, G , Yılmaz, B , Aykut, Ç . (2019). The Effect of Concept Learning with Embedded Instruction to the Students with Intellectual Disabilities. Bartın University Journal of Faculty of Education, 8 (1), 208-230. DOI: 10.14686/buefad.430011
MLA Altun Könez, N , Çelik Şahin, A , Apaydın, G , Yılmaz, B , Aykut, Ç . "The Effect of Concept Learning with Embedded Instruction to the Students with Intellectual Disabilities". Bartın University Journal of Faculty of Education 8 (2019): 208-230 <http://dergipark.org.tr/buefad/issue/42863/430011>
Chicago Altun Könez, N , Çelik Şahin, A , Apaydın, G , Yılmaz, B , Aykut, Ç . "The Effect of Concept Learning with Embedded Instruction to the Students with Intellectual Disabilities". Bartın University Journal of Faculty of Education 8 (2019): 208-230
RIS TY - JOUR T1 - The Effect of Concept Learning with Embedded Instruction to the Students with Intellectual Disabilities AU - Nilüfer Altun Könez , Ayşenur Çelik Şahin , Gamze Apaydın , Betül Yılmaz , Çığıl Aykut Y1 - 2019 PY - 2019 N1 - doi: 10.14686/buefad.430011 DO - 10.14686/buefad.430011 T2 - Bartın University Journal of Faculty of Education JF - Journal JO - JOR SP - 208 EP - 230 VL - 8 IS - 1 SN - -1308-7177 M3 - doi: 10.14686/buefad.430011 UR - https://doi.org/10.14686/buefad.430011 Y2 - 2018 ER -
EndNote %0 Bartın University Journal of Faculty of Education The Effect of Concept Learning with Embedded Instruction to the Students with Intellectual Disabilities %A Nilüfer Altun Könez , Ayşenur Çelik Şahin , Gamze Apaydın , Betül Yılmaz , Çığıl Aykut %T The Effect of Concept Learning with Embedded Instruction to the Students with Intellectual Disabilities %D 2019 %J Bartın University Journal of Faculty of Education %P -1308-7177 %V 8 %N 1 %R doi: 10.14686/buefad.430011 %U 10.14686/buefad.430011
ISNAD Altun Könez, Nilüfer , Çelik Şahin, Ayşenur , Apaydın, Gamze , Yılmaz, Betül , Aykut, Çığıl . "The Effect of Concept Learning with Embedded Instruction to the Students with Intellectual Disabilities". Bartın University Journal of Faculty of Education 8 / 1 (February 2019): 208-230. https://doi.org/10.14686/buefad.430011
AMA Altun Könez N , Çelik Şahin A , Apaydın G , Yılmaz B , Aykut Ç . The Effect of Concept Learning with Embedded Instruction to the Students with Intellectual Disabilities. Bartın University Journal of Faculty of Education. 2019; 8(1): 208-230.
Vancouver Altun Könez N , Çelik Şahin A , Apaydın G , Yılmaz B , Aykut Ç . The Effect of Concept Learning with Embedded Instruction to the Students with Intellectual Disabilities. Bartın University Journal of Faculty of Education. 2019; 8(1): 230-208.