Görme Yetersizliği Olan Öğrencilerin Yönelim ve Bağımsız Hareket Becerileri Önkoşul Kavramlara İlişkin Bilgi Düzeylerinin İncelenmesi

Abstract

Amaç: Bu çalışma, görme yetersizliği olan öğrencilerin trafik, bina içi, çevresel algı, karşılaştırmalı ve karşılaştırmalı olmayan kavramlara ilişkin bilgi düzeylerini belirlemeyi amaçlamaktadır. Gereç ve Yöntem: Çalışmaya, Ankara ve Kırıkkale illerinde ilk ve ortaokul düzeyinde eğitim gören 7-14 yaş aralığında toplam 18 görme yetersizliği olan öğrenci katılmıştır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen “Görme Yetersizliği Olan Öğrenciler İçin Yönelim ve Bağımsız Hareket Önkoşul Kavramlar Kontrol Listesi” kullanılmıştır. Sonuçlar: Katılımcıların kavramlara ilişkin bilgi düzeyleri, çalışmadaki kavramlar arasındaki göreli doğru yanıt oranlarına dayanarak değerlendirilmiştir. Katılımcıların trafik kavramlarına ilişkin doğru yanıt oranlarının diğer alanlara göre düşük olduğu, çevresel algı, bina içi kavramlar, karşılaştırmalı ve karşılaştırmalı olmayan kavramlarda ise yüksek olduğu sonucuna ulaşılmıştır. Görme yetersizliği olan öğrencilerin somut kavramlara ait bilgi düzeyleri daha yüksekken soyut kavramlara ilişkin bilgi düzeyleri daha düşük bulunmuştur. Tartışma: Çalışmada, görme yetersizliği olan öğrencilerin yönelim ve bağımsız hareket becerilerinin gelişiminde kritik öneme sahip olan kavramların kapsamlı değerlendirme süreçleri ve araçları ile değerlendirilerek müdahale planlarının bu sonuçlarına göre planlanmasına ve bu konuda ileri çalışmalara ihtiyaç duyulduğu sonucuna ulaşılmıştır.

Keywords

• Değerlendirme çalışmaları
• Yönelim
• Görme bozuklukları

Examining the Orientation and Independent Mobility Skills of Students with Visual Impairments in Relation to Their Knowledge of Prerequisite Concepts

Abstract

Purpose: This study aims to determine students with visual impairments' knowledge levels regarding traffic, indoor environments, environmental perception, and comparative and non-comparative concepts. Material and Methods: Eighteen students with visual impairments, aged 7–14 years and attending schools in the provinces of Ankara and Kırıkkale, participated in the study. Data were collected using the ‘Orientation and Independent Movement Prerequisite Concepts Checklist for Students with Visual Impairments’, which was developed by the researchers. Results: The evaluations of “higher” or “lower” knowledge levels are based on relative correct-response rates within the study’s concept categories, not on normative or standardized cut-off scores. Accordingly, students demonstrated lower correct-response rates in traffic-related and more abstract spatial concepts, whereas higher rates were observed in environmental perception, indoor concepts, and comparative/non-comparative spatial concepts. Students with visual impairments demonstrated a greater understanding of concrete concepts than abstract ones. Conclusion: The study concluded that concepts critical to the development of orientation and independent mobility skills in students with visual impairments should be assessed using comprehensive evaluation processes and tools. Intervention plans should then be designed based on these results. Further research is needed in this area.

Keywords

• Evaluation studies
• vision disorders
• orientation

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