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Özel Öğrenme Güçlüğü Olan Öğrencilerin, Ailelerinin ve Öğretmenlerinin Gözünden COVID-19 Salgınında Eğitim Süreci

Year 2022, Volume: 51 Issue: 1, 237 - 272, 27.04.2022
https://doi.org/10.14812/cuefd.933934

Abstract

Bu çalışmada COVID-19 salgını sürecinde özel öğrenme güçlüğü olan öğrencilerin, ailelerinin ve öğretmenlerinin yaşadıkları sorunların ve gereksinimlerinin belirlenmesi amaçlanmıştır. Çalışma nitel araştırma yöntemlerinden olgu bilim deseniyle gerçekleştirilmiş ve veriler içerik analizi yöntemi ile analiz edilmiştir. Türkiye’nin üç büyük ilinde yaşayan altı özel öğrenme güçlüğü olan öğrenci, çocuğu özel öğrenme güçlüğü olan beş aile ve özel öğrenme güçlüğü olan öğrencilerle çalışan sekiz özel eğitim öğretmeni ile odak grup görüşmeleri gerçekleştirilmiştir. Öğrenciler evde olmanın çok güzel olduğunu ancak derslerin uzunluğunu ve teneffüslerin kısalığını dile getirmişlerdir. Aileler salgın sürecinin başında birlikte vakit geçirmenin çok keyifli olduğunu ancak zamanla öğrencilerin uyku, motivasyon ve uyum problemlerinin ortaya çıktığını, uzaktan eğitimden çocuklarının faydalanamadığını belirtmişlerdir. Özel eğitim öğretmenleri uzaktan eğitimi zor ve yıpratıcı olarak gördüklerini ve uzaktan eğitime hazır olmadıklarını ve toplum olarak bu süreci bir fırsata çevirmek için yeniliklere ihtiyaçları olduğunu dile getirmiştir. Araştırma sonunda uzaktan eğitim sürecinde öğretmenlerin ve ailelerin teknolojik araçların kullanılmasında, öğrenciler için eğitimsel uyarlamaların uzaktan gerçekleştirilmesinde desteğe ihtiyaç duydukları, öğrencilerin ve ailelerin ise psikolojik destek sistemlerine ihtiyaç duydukları sonuçlarına ulaşılmıştır.

References

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  • Demirbaş, N. K., & Koçak, S. S. (2020). Evaluation of the Covid-19 Pandemic PeriodfromthePerspective of ParentswithChildrenbetweentheAges of 2-6. Eurasian Journal of Researches in SocialandEconomics, 7(6), 328-349.
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  • Holland, P. E. (2001). Professional development in technology: Catalyst for school reform. Journal of Technology and Teacher Education, 9(2), 245-267.
  • Iivari, N., Sharma, S., &Ventä-Olkkonen, L. (2020). Digital transformation of everyday life–How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 102183. https://doi.org/10.1016/j.ijinfomgt.2020.102183
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COVID-19 Outbreak From The Perspective of Students With Specific Learning Disabilities, Their Families and Teachers

Year 2022, Volume: 51 Issue: 1, 237 - 272, 27.04.2022
https://doi.org/10.14812/cuefd.933934

Abstract

The aim of this study was to identify the problems and needs of students with specific learning disabilities, their families and teachers during the COVID-19 outbreak. In this direction, the study was carried out with phenomenological design, which is one of the qualitative research methods,and the data were analyzed with the content analysis method. Focus group interviews were carried out with six students with specific learning disabilities, who live in the three largest provinces of Turkey, five families and eight special education teachers working with students with specific learning disabilities. The students stated that it was very nice to be at home, but the lessons were lengthy and the brakes were short. Families stated that it was very enjoyable to spend time together at the beginning of the epidemic, but over time, sleeping, motivation and adaptation problems emerged for students and their children could not benefit from distance education. Special education teachers stated that they see distance education as difficult and wearing, they are not ready for distance education and as a society,we need innovations to turn this process into an opportunity. As a result of the study, it was concluded that teachers and families need support in the use of technological tools in the distance education, in the realization of educational adaptations for students remotely, and that students and families need psychological support systems.

References

  • Afet ve Acil Durum Yönetim Başkanlığı. (2020, 22 Mayıs) Doğal afetler.https://www.afad.gov.tr/afadem/dogal-afetler
  • Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers’ Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127-144.https://doi.org/10.26803/ijlter.19.6.8
  • Ahorsu, D. K., Lin, C. Y., Imani, V., Saffari, M., Griffiths, M. D., &Pakpour, A. H. (2020). The fear of COVID-19 scale: Development and initial validation. International Journal of Mental Health and Addiction, Online First, https://doi.org/10.1007/s11469-020-00270-8
  • Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., &Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. http://dx.doi.org/10.29333/ejecs/388
  • Banerjee, D. (2020). The COVID-19 outbreak: Crucial role the psychiatrists can play. Asian Journal of Psychiatry, 50, 1-2.https://doi.org/10.1016/j.ajp.2020.102014
  • Baek, J. H., Jones, E., Bulger, S., & Taliaferro, A. (2018). Physical education teacher perceptions of technology-related learning experiences: A qualitative investigation. Journal of Teaching in Physical Education, 37(2), 175-185. https://doi.org/10.1123/jtpe.2017-0180
  • Bayburtlu, Y. S. (2020). Covid-19 pandemi dönemi uzaktan eğitim sürecinde öğretmen görüşlerine göre Türkçe eğitimi. Electronic Turkish Studies, 15(4), 165-186.http://dx.doi.org/10.7827/TurkishStudies.44460
  • Beşoluk, Ş., Kurbanoğlu, N. İ., &Önder, İ. (2010). Educational technology usage of pre-service and in-service science and technology teachers.İlköğretim Online, 9(1), 389-395.
  • Bilgiç, H. G., &Tüzün, H. (2015). Yükseköğretim kurumları web tabanlı uzaktan eğitim programlarında yaşanan sorunlar. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(3), 26-50.
  • Blue-Banning, M., Summers, J. A., Frankland, H. C., Nelson, L. L., &Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167-184.https://doi.org/10.1177/001440290407000203
  • Bowling, A. (2002). Research methods in health: Investigating health and health services. McGraw-Hill House.
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to Corona Virus pandemic. Asian Journal of Distance Education, 15(1), i-vi. https://doi.org/10.5281/zenodo.3778083
  • Brush, T., Glazewski, K., Rutowski, K., Berg, K., Stromfors, C., Van-Nest, M. H., Stock, L.& Sutton, J. (2003). Integrating technology in a field-based teacher training program: The PT3@ ASU project. Educational Technology Research and Development, 51(1), 57-72.https://doi.org/10.1007/BF02504518
  • Büyüköztürk, Ş., Çakmak, K. E., Akgün, E. Ö., Karadeniz, Ş. & Demirel, F. (2011). Bilimsel araştırma yöntemleri.Pegem Akademi Yayıncılık.
  • Compora, D. P. (2003). Current trends in distance education: An administrative model. Online Journal of Distance Learning Administration, 6(2), 1-16.
  • Cheung, Y. T., Chau, P. H., &Yip, P. S. (2008). A revisit on older adults suicides and Severe Acute Respiratory Syndrome (SARS) epidemic in Hong Kong. International Journal of Geriatric Psychiatry: A Journal of the Psychiatry of Late Life and Allied Sciences, 23(12), 1231-1238. https://doi.org/10.1002/gps.2056
  • Cresswell, J. W. (2017). Araştırma deseni nitel, nicel ve karma yöntem yaklaşımları (Çev. Ed. S. B. Demir). Eğiten Kitap. (Orijinal çalışma basım tarihi 2013)
  • Çakın, M., & Külekçi Akyavuz, E. (2020). Covid-19 süreci ve eğitime yansıması: Öğretmen görüşlerinin incelenmesi. International Journal of SocialSciencesandEducationResearch, 6(2), 165-186. https://doi.org/10.24289/ijsser.747901
  • Çokluk, Ö., Yılmaz, K., & Oğuz, E. (2011). Nitel bir görüşme yöntemi: Odak grup görüşmesi. Kuramsal Eğitimbilim Dergisi, 4(1), 95-107.
  • Demirbaş, N. K., & Koçak, S. S. (2020). Evaluation of the Covid-19 Pandemic PeriodfromthePerspective of ParentswithChildrenbetweentheAges of 2-6. Eurasian Journal of Researches in SocialandEconomics, 7(6), 328-349.
  • Djalante, R., Shaw, R., &DeWit, A. (2020). Building resilience against biological hazards and pandemics: COVID-19 and its implications for the Sendai Framework. Progress in Disaster Science, 6(100080), 1-7. https://doi.org/10.1016/j.pdisas.2020.100080
  • Falowo, R. O. (2007). Factors impeding implementation of web-based distance learning. AACE Journal, 15(3), 315-338.
  • Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (Eds). (2020, 25 Eylül). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Association for the Advancement of Computing in Education (AACE).
  • Fidan, M. (2020). Covı̇d-19 belı̇rsı̇zlı̇ğı̇nde eğı̇tı̇m: İlkokulda zorunlu uzaktan eğı̇tı̇meilı̇şkı̇nöğretmengörüşlerı̇. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(2), 24-43. https://doi.org/10.29065/usakead.736643
  • Gall, D. G., Gall, J. G., & Borg, W. R. (2007). Educational research: An introduction (8th ed.). Allyn and Bacon.
  • Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.https://doi.org/10.1080/15391523.2009.10782536
  • Holland, P. E. (2001). Professional development in technology: Catalyst for school reform. Journal of Technology and Teacher Education, 9(2), 245-267.
  • Iivari, N., Sharma, S., &Ventä-Olkkonen, L. (2020). Digital transformation of everyday life–How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 102183. https://doi.org/10.1016/j.ijinfomgt.2020.102183
  • Külekçi-Akyavuz, E., &Çakın, M. (2020). Covid-19 salgınının eğitime etkisi konusunda okul yöneticilerinin görüşleri. TurkishStudies, 15(4), 723-737. https://dx.doi.org/10.7827/TurkishStudies.44140
  • Li, X. (2009). Review of distance education used in higher education in China. Asian Journal of Distance Education, 7(2), 22-27.
  • Lin, C. Y. (2020). Social reaction toward the 2019 novel corona virus (COVID-19). Social Health and Behavior, 3(1), 1-2. https://doi.org/10.1080/22221751.2020.1746199
  • Mart, M., & Kesicioğlu, O. S. (2020). COVID-19 pandemi sürecinde ailelerin evde oyun oynamaya ilişkin görüşleri.Electronic Turkish Studies, 15(4), 945-958. https://dx.doi.org/10.7827/TurkishStudies
  • Mack, N., Woodsong, C., MacQueen, K., Guest, G., &Namey, E. (2005). Qualitative research methods: A data collector’s field guide. Family Health International.
  • Maxwell, J. A. (2018). Nitelaraştırmatasarımı: Etkileşimlibiryaklaşım (Çev. Ed. M. Çevikbaş). Nobel Akademik Yayıncılık. (Orijinal çalışma basım tarihi 2013)
  • McQuiggan, C. A. (2007). The role of faculty development in online teaching’s potential to question teaching beliefs and assumptions. Online Journal of Distance Learning Administration, 10(3), 1-13.
  • Millî Eğitim Bakanlığı. (2006). Özel eğitim hizmetleri yönetmeliği, 31.05.2006 tarih ve 26184 sayılı Resmî Gazete.
  • Miles, M. B., &Huberman, A. M. (2015). Nitel veri analizi (Çev. Ed. S. Akbaba Altun& A. Ersoy). Pegem Akademi Yayıncılık. (Orijinal çalışma basım tarihi 2010)
  • Miller, R. L. & Brewer, J. D. (Eds.). (2003). The AZ of social research: A dictionary of key social science research concepts. Sage Publications.
  • Murray, J. S. (2006). Understanding the effects of disaster on children: A developmental-ecological approach to scientific inquiry. Journal for Specialists in Pediatric Nursing, 11(3), 199-202.https://doi.org/10.1111/j.1744-6155.2006.00067.x
  • Murray, J. S. (2011). Disaster preparedness for children with special healthcare needs and disabilities. Journal for Specialists in Pediatric Nursing, 16(3), 226-232. https://doi.org/10.1111/j.1744-6155.2011.00293.x
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There are 54 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Article
Authors

Bora Görgün 0000-0002-9080-5667

Özge Balıkçı 0000-0003-4632-1275

Kürşat Öğülmüş 0000-0001-7551-6894

Macid Ayhan Melekoğlu 0000-0002-9933-5331

Publication Date April 27, 2022
Submission Date May 6, 2021
Published in Issue Year 2022 Volume: 51 Issue: 1

Cite

APA Görgün, B., Balıkçı, Ö., Öğülmüş, K., Melekoğlu, M. A. (2022). Özel Öğrenme Güçlüğü Olan Öğrencilerin, Ailelerinin ve Öğretmenlerinin Gözünden COVID-19 Salgınında Eğitim Süreci. Cukurova University Faculty of Education Journal, 51(1), 237-272. https://doi.org/10.14812/cuefd.933934

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