Special Education Teachers' Experiences on Teaching Financial Literacy Skills

Abstract

The purpose of this study was to evaluate the views and experiences of special education teachers working with DD individuals in high school on supporting the financial literacy skills of DD individuals and was designed in a phenomenological pattern, one of the qualitative research models. The participants of the study were determined by using criterion and snowball sampling, which are among the purposive sampling methods. The study involved 14 teachers working with DD who are based in Ankara, Istanbul, Bursa, Samsun, Batman, Isparta, Konya, and Düzce. The content analysis method was used to examine the data gathered through semi-structured conversations. As a result of the analysis, five themes, 14 categories, and 23 subcategories were determined. The study's results showed that teachers working with DD individuals do not devote enough time to teaching financial literacy skills, and when they do, they typically concentrate on teaching particular topics in classroom settings. The findings were discussed in the context of the literature, and suggestions were made for further research and applications.

Keywords

• Developmental disability
• financial literacy
• phenomenology
• qualitative research

Özel Eğitim Öğretmenlerinin Finansal Okuryazarlık Becerilerinin Öğretimine İlişkin Deneyimleri

Abstract

Ortaöğretim dönemindeki özel gereksinimli (ÖG) bireyler ile çalışan özel eğitim öğretmenlerinin, ÖG bireylerin finansal okuryazarlık becerilerinin desteklenmesine yönelik görüşlerinin ve deneyimlerinin değerlendirilmesinin amaçlandığı bu çalışma nitel araştırma modellerinden olgu bilim deseniyle tasarlanmıştır. Araştırmanın katılımcıları amaçlı örnekleme yöntemlerinden ölçüt ve kartopu örnekleme kullanılarak belirlenmiştir. Araştırmaya Ankara, İstanbul, Bursa, Samsun, Batman, Isparta, Konya ve Düzce’de görev yapan ve ÖG bireyler ile çalışan 14 öğretmen katılmıştır. Verilerin yarı-yapılandırılmış görüşmeler aracılığıyla toplandığı araştırmada veriler içerik analizi ile analiz edilmiştir. Analizler sonucunda beş tema, 14 kategori ve 23 alt kategori belirlenmiştir. Araştırmanın bulguları ÖG bireyler ile çalışan öğretmenlerin finansal okuryazarlık becerilerinin öğretimine yeterince yer vermediklerini, yer verdikleri durumlarda ise genelde sınıf ortamlarında belirli içeriklerin öğretimine odaklandıklarını ortaya koymuştur. Elde edilen bulgulardan yola çıkılarak öğretmenlerin görüş, deneyim ve sahada karşılaştıkları sorunları derinlemesine inceleyen farklı veri toplama araçlarının kullanıldığı karma araştırmaların yürütülmesi, eğitim ortamlarında işlevsel finansal okuryazarlık becerilerinin öğretimine yer verilmesi, öğretmenlere konuya ilişkin hizmet öncesi ve içi eğitimlerin sunulması gibi önerilerde bulunulmuştur.

Keywords

• Finansal okuryazarlık
• gelişimsel yetersizlik
• nitel araştırma modelleri
• olgu bilim

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