Research Article
BibTex RIS Cite

Görme Yetersizliği Olan Türk Üniversite Öğrencilerinin Deneyimleri

Year 2021, , 556 - 577, 30.04.2021
https://doi.org/10.17679/inuefd.840263

Abstract

Bu çalışma görme yetersizliği olan Türk üniversite öğrencilerinin deneyimini incelemektedir. Altı farklı üniversiteden sekiz görme yetersizliği olan üniversite öğrencisi ile onların üniversite deneyimleri üzerine yarı yapılandırılmış telefon görüşmesi yapılmıştır. Sonuçların incelenmesinde klasik içerik analizi ve devamlı karşılaştırma nitel veri analizi teknikleri kullanılmıştır. Sonuç olarak görme yetersizliği olan üniversite öğrencilerinin akademik ve sosyal zorluklarla karşılaştığı anlaşılmıştır. Akademik zorluklar alternatif formatta yetersiz ders materyalleri, ders takibi için ses kayıt cihazına bağlılık ve öğretim görevlilerinin yetersiz bilgisi konularını kapsamaktadır. Öğrencilerin karşılaştığı sosyal zorluklar ise ebeveynlere bağlılık ve diğer insanların kaba davranışları konuları olarak tespit edilmiştir. Son olarak, bu öğrenciler için sağlanan düzenlemeler ve destek hizmetleri incelenmiştir. Çok az sayıda üniversitenin öğrencilerine gerekli teknik ekipmanı sunduğu gözlemlenmiştir. Buna ek olarak, üniversitelerin engelli öğrenci birimleri bu öğrencilerin ihtiyaçlarını karşılama hususunda yetersiz çalışmaktadır. Bu çalışmanın sonuçları Türkiye'de bu konuda yapılmış önceki çalışmalarla paralellik göstermektedir. Bu sebepten gelişmekte olan bir ülke olarak görme yetersizliğinden etkilenmiş üniversite öğrencilerine eşit eğitim imkanları sunmak adına bazı alanlarda acil iyileştirmeye ihtiyaç duyulmaktadır. Üniversite çalışanları için mesleki gelişim programlarının organize edilmesi ve görme yetersizliğinden etkilenmiş öğrencileri anaokulundan itibaren gelecekte ihtiyaç duyacakları tüm becerileri öğreterek üniversiteye hazırlama uygulamada yapılabilecek iyileştirme önerilerinden bazılarıdır.

References

  • Akmese, P. P. (2018). Yuksekogretim kurumlarina devam eden engelli ogrenciler ile engelli personelin sorunlari ve yuksekogretim engelliler danisma ve koordinasyon yonetmeligi hakkindaki goruslerinin incelenmesi. The Journal of Academic Social Sciences, 6(64), 214-232. Aksoz, M. & Ilhan, G. O. (2017). Universitede gorme engelli olmak. In Arici, A. F., Aydin, S., & Kole, M. (Eds.), 4. Yildiz Sosyal Bilimler Kongresi (199). Istanbul: Yildiz Teknik Universitesi.
  • American Foundation for the Blind [AFB]. (2000). Educating students with visual impairments for inclusion in society: A paper on the inclusion of students with visual impairments. Retrieved from http://www.afb.org/info/teachers/inclusive-education/35
  • Association of Visually Impaired in Education in Turkey [AVIET]. (2015). Universitelerde engellilere yonelik erisilebilirlik hususunda mecvut durum analizi 2014-2015. Ankara, Turkey: Emre Tasgin.
  • Athanasios, K., Konstantinos, P., Doxa, P., & Eleni, K. (2009). Students with visual impairments in higher education institutes. 7th European Conference of ICEVI.
  • Bishop, D., & Rhind, D. J. (2011). Barriers and enablers for visually impaired students at a UK Higher Education Institution. British Journal of Visual Impairment, 29(3), 177-195.
  • Burcu, E. (2002). Universitede okuyan ozurlu ogrencilerin sorunlari: Hacettepe-Beytepe Kampuss ogrencileri ornegi. Hacettepe Universitesi Edebiyat Fakultesi Dergisi, 19(1), 83-103.
  • Burcu, E. (2004). Gorme ozurlu ogrencilerin egitimlerine iliskin dusunceleri ve sorunlari: Ankara ornegi. Ufkun Otesi Bilim Dergisi, 4 (2), 23-47.
  • Centers for Disease Control and Prevention, (2020). Disability impacts all of us. Retrieved from https://www.cdc.gov/ncbddd/disabilityandhealth/documents/disabilities_ impacts_all_of_us.pdf
  • Correa-Torres, S. M., Conroy, P., Rundle-Kahn, A., & Brown-Ogilvie, T. (2018). Experiences of students who are visually impaired receiving services by disabilities support services (DSS) offices in Higher Education Institutions. Journal of Blindness Innovation and Research, 8(2). Retrieved from https://nfb.org/images/nfb/publications/jbir/jbir18/jbir080205.html.
  • Council of Higher Education, (2019). Yuksekogretimde engelsiz ufuklar calistayi ve engelsiz universiteler odul toreni. Retrieved from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/2019/engelsiz_ufuklar_calistayi_ve_2019_engelsiz_universiteler%20odul_toreni_raporu.pdf
  • Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th Ed.). Thousand Oak, CA: Sage Publications.
  • Erlandson, D. A., Harris E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry:A guide to methods. Newbury Park, CA: Sage.
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
  • Hatlen, P. (1996). The core curriculum for blind and visually impaired students, including those with additional disabilities. RE:view, 28(1), 25-32.
  • Kamis, Ö., & Demir, E. (2018). Gorme yetersizligi olan lisans ogrencilerinin sınıf ici olcme-degerlendirme sureclerinin incelenmesi. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 19(3), 423-450.
  • Karakus, O., Kalayci Kirlioglu, H. I., Kirlioglu, M., & Baser, D. (2017). Universitelerde engelli ogrencilerin egitim alaninda karsilastiklari sorunlar: Selcuk Universitesi ornegi. Journal of Human Sciences, 14(3), 2577-2589.
  • Kirchner, C., & Smith, B. (2005). Transition to what? Education and employment outcomes for visually impaired youths after high school. Journal of Visual Impairment & Blindness, 99(8), 499-504.
  • Leech, N. L., & Onwuegbuzie, A. J. (2007). An array of qualitative data analysis tools: A call for data analysis triangulation. School psychology quarterly, 22(4), 557-584.
  • McBroom, L. W. (1997). Making the Grade: College Students with Visual Impairments. Journal of Visual Impairment & Blindness, 91(3), 261-70.
  • Mengi, A. (2019). Engelli ogrencilerin universite egitimi surecinde karsilastigi guclukler: Van 100. Yil Universitesi ornegi. YYU Journal of Education Faculty, 16(1), 147-170.
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). San Franciso, CA: Jossey-Bass.
  • National Center for Education Statistics, (2018). Digest of education statistics. Retrieved from https://nces.ed.gov/programs/digest/d18/tables/dt18_311.10.asp
  • Oliver-Hoyo, M., & Allen, D. (2006) The use of triangulation in qualitative educational research. Journal of College Science Teaching. 35(4), 42-48.
  • Reed, M., & Curtis, K. (2012). Experience of students with visual impairments in Canadian higher education. Journal of Visual Impairment & Blindness, 106(7), 414-425.
  • Rehabilitation Research and Training Center on Disability Demographics and Statistics. (2007). 2006 Disability Status Report. Ithaca, NY: Cornell University.
  • Sari, H. (2005). Selcuk universitesinde ogrenim goren bedensel engelli ve gorme engelli ogrencilerin karsilastiklari sorunlar ve cozumune yonelik çagdas oneriler. Selcuk Universitesi Sosyal Bilimler Enstitusu Dergisi, 13, 335-355.
  • Senge, J. C., & Dote-Kwan, J. (1995). Information accessibility in alternative formats in postsecondary education. Journal of Visual Impairment & Blindness, 89(2), 120-128.
  • Tekin, H. H. (2019). Engelli universite ogrencilerinin egitim yasamindaki sorunlari: Konya ornegi. Manas Sosyal Arastirmalar Dergisi, 8 (2): 1531-1548
  • TurkStat, (2011). Population and housing census. Retrieved from https://ailevecalisma.gov.tr/media/5677/nufus-ve-konut-arastirmasi-engellilik-arastirma-sonuclari.pdf
  • U.S. Bureau of Labor Statistics [BLS]. (2017). Usual weekly earnings of wage and salary workers second quarter 2017. Retrieved from https://www.bls.gov/news.release/archives/wkyeng_07192017.pdf
  • U.S. Bureau of Labor Statistics [BLS]. (2018). The employment situation—April 2018. Retrieved from https://www.bls.gov/news.release/archives/empsit_05042018.pdf.
  • Yin, R. (2014). Case study research: Design & methods. Thousand Oaks, CA: SAGE Publications, Inc.

Experiences of Turkish University Students with Visual Impairments

Year 2021, , 556 - 577, 30.04.2021
https://doi.org/10.17679/inuefd.840263

Abstract

This study examined experiences of Turkish university students with visual impairments. Semi-structured phone interviews were conducted with eight students with visual impairments from six different universities across the country about their experiences in higher education. The qualitative data analysis techniques including classical content analysis and constant comparison were utilized. As the result, it was understood that university students with visual impairments face academic and social challenges. Academic challenges included a lack of course materials available in alternative formats, reliance on audio-recorder in following instructions, and instructors’ lack of knowledge. Social challenges that the students face was identified as dependency to parents and others’ rude attitudes toward them. Lastly, accommodations and support services provided to these students were explored. It was observed that a very few universities offer necessary technical equipment to these students. In addition, student disability services at universities do not work sufficiently to meet the needs of students with visual impairments. The findings of this study are parallel to what was found in the previous studies on the same topic conducted in Turkey. Therefore, as the developing country, there is an urgent need for improvement in several areas to provide equal educational opportunities to students with visual impairments at universities. Some of the suggestions for the improvement in practice are organizing professional developments for university personnel and preparing students with visual impairment starting in kindergarten for universities by teaching all the skills they would need in the future.

References

  • Akmese, P. P. (2018). Yuksekogretim kurumlarina devam eden engelli ogrenciler ile engelli personelin sorunlari ve yuksekogretim engelliler danisma ve koordinasyon yonetmeligi hakkindaki goruslerinin incelenmesi. The Journal of Academic Social Sciences, 6(64), 214-232. Aksoz, M. & Ilhan, G. O. (2017). Universitede gorme engelli olmak. In Arici, A. F., Aydin, S., & Kole, M. (Eds.), 4. Yildiz Sosyal Bilimler Kongresi (199). Istanbul: Yildiz Teknik Universitesi.
  • American Foundation for the Blind [AFB]. (2000). Educating students with visual impairments for inclusion in society: A paper on the inclusion of students with visual impairments. Retrieved from http://www.afb.org/info/teachers/inclusive-education/35
  • Association of Visually Impaired in Education in Turkey [AVIET]. (2015). Universitelerde engellilere yonelik erisilebilirlik hususunda mecvut durum analizi 2014-2015. Ankara, Turkey: Emre Tasgin.
  • Athanasios, K., Konstantinos, P., Doxa, P., & Eleni, K. (2009). Students with visual impairments in higher education institutes. 7th European Conference of ICEVI.
  • Bishop, D., & Rhind, D. J. (2011). Barriers and enablers for visually impaired students at a UK Higher Education Institution. British Journal of Visual Impairment, 29(3), 177-195.
  • Burcu, E. (2002). Universitede okuyan ozurlu ogrencilerin sorunlari: Hacettepe-Beytepe Kampuss ogrencileri ornegi. Hacettepe Universitesi Edebiyat Fakultesi Dergisi, 19(1), 83-103.
  • Burcu, E. (2004). Gorme ozurlu ogrencilerin egitimlerine iliskin dusunceleri ve sorunlari: Ankara ornegi. Ufkun Otesi Bilim Dergisi, 4 (2), 23-47.
  • Centers for Disease Control and Prevention, (2020). Disability impacts all of us. Retrieved from https://www.cdc.gov/ncbddd/disabilityandhealth/documents/disabilities_ impacts_all_of_us.pdf
  • Correa-Torres, S. M., Conroy, P., Rundle-Kahn, A., & Brown-Ogilvie, T. (2018). Experiences of students who are visually impaired receiving services by disabilities support services (DSS) offices in Higher Education Institutions. Journal of Blindness Innovation and Research, 8(2). Retrieved from https://nfb.org/images/nfb/publications/jbir/jbir18/jbir080205.html.
  • Council of Higher Education, (2019). Yuksekogretimde engelsiz ufuklar calistayi ve engelsiz universiteler odul toreni. Retrieved from https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/2019/engelsiz_ufuklar_calistayi_ve_2019_engelsiz_universiteler%20odul_toreni_raporu.pdf
  • Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th Ed.). Thousand Oak, CA: Sage Publications.
  • Erlandson, D. A., Harris E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry:A guide to methods. Newbury Park, CA: Sage.
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
  • Hatlen, P. (1996). The core curriculum for blind and visually impaired students, including those with additional disabilities. RE:view, 28(1), 25-32.
  • Kamis, Ö., & Demir, E. (2018). Gorme yetersizligi olan lisans ogrencilerinin sınıf ici olcme-degerlendirme sureclerinin incelenmesi. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 19(3), 423-450.
  • Karakus, O., Kalayci Kirlioglu, H. I., Kirlioglu, M., & Baser, D. (2017). Universitelerde engelli ogrencilerin egitim alaninda karsilastiklari sorunlar: Selcuk Universitesi ornegi. Journal of Human Sciences, 14(3), 2577-2589.
  • Kirchner, C., & Smith, B. (2005). Transition to what? Education and employment outcomes for visually impaired youths after high school. Journal of Visual Impairment & Blindness, 99(8), 499-504.
  • Leech, N. L., & Onwuegbuzie, A. J. (2007). An array of qualitative data analysis tools: A call for data analysis triangulation. School psychology quarterly, 22(4), 557-584.
  • McBroom, L. W. (1997). Making the Grade: College Students with Visual Impairments. Journal of Visual Impairment & Blindness, 91(3), 261-70.
  • Mengi, A. (2019). Engelli ogrencilerin universite egitimi surecinde karsilastigi guclukler: Van 100. Yil Universitesi ornegi. YYU Journal of Education Faculty, 16(1), 147-170.
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). San Franciso, CA: Jossey-Bass.
  • National Center for Education Statistics, (2018). Digest of education statistics. Retrieved from https://nces.ed.gov/programs/digest/d18/tables/dt18_311.10.asp
  • Oliver-Hoyo, M., & Allen, D. (2006) The use of triangulation in qualitative educational research. Journal of College Science Teaching. 35(4), 42-48.
  • Reed, M., & Curtis, K. (2012). Experience of students with visual impairments in Canadian higher education. Journal of Visual Impairment & Blindness, 106(7), 414-425.
  • Rehabilitation Research and Training Center on Disability Demographics and Statistics. (2007). 2006 Disability Status Report. Ithaca, NY: Cornell University.
  • Sari, H. (2005). Selcuk universitesinde ogrenim goren bedensel engelli ve gorme engelli ogrencilerin karsilastiklari sorunlar ve cozumune yonelik çagdas oneriler. Selcuk Universitesi Sosyal Bilimler Enstitusu Dergisi, 13, 335-355.
  • Senge, J. C., & Dote-Kwan, J. (1995). Information accessibility in alternative formats in postsecondary education. Journal of Visual Impairment & Blindness, 89(2), 120-128.
  • Tekin, H. H. (2019). Engelli universite ogrencilerinin egitim yasamindaki sorunlari: Konya ornegi. Manas Sosyal Arastirmalar Dergisi, 8 (2): 1531-1548
  • TurkStat, (2011). Population and housing census. Retrieved from https://ailevecalisma.gov.tr/media/5677/nufus-ve-konut-arastirmasi-engellilik-arastirma-sonuclari.pdf
  • U.S. Bureau of Labor Statistics [BLS]. (2017). Usual weekly earnings of wage and salary workers second quarter 2017. Retrieved from https://www.bls.gov/news.release/archives/wkyeng_07192017.pdf
  • U.S. Bureau of Labor Statistics [BLS]. (2018). The employment situation—April 2018. Retrieved from https://www.bls.gov/news.release/archives/empsit_05042018.pdf.
  • Yin, R. (2014). Case study research: Design & methods. Thousand Oaks, CA: SAGE Publications, Inc.
There are 32 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Mehmet Akif Cihan 0000-0002-0367-783X

Publication Date April 30, 2021
Published in Issue Year 2021

Cite

APA Cihan, M. A. (2021). Experiences of Turkish University Students with Visual Impairments. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 556-577. https://doi.org/10.17679/inuefd.840263
AMA Cihan MA. Experiences of Turkish University Students with Visual Impairments. INUEFD. April 2021;22(1):556-577. doi:10.17679/inuefd.840263
Chicago Cihan, Mehmet Akif. “Experiences of Turkish University Students With Visual Impairments”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22, no. 1 (April 2021): 556-77. https://doi.org/10.17679/inuefd.840263.
EndNote Cihan MA (April 1, 2021) Experiences of Turkish University Students with Visual Impairments. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22 1 556–577.
IEEE M. A. Cihan, “Experiences of Turkish University Students with Visual Impairments”, INUEFD, vol. 22, no. 1, pp. 556–577, 2021, doi: 10.17679/inuefd.840263.
ISNAD Cihan, Mehmet Akif. “Experiences of Turkish University Students With Visual Impairments”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22/1 (April 2021), 556-577. https://doi.org/10.17679/inuefd.840263.
JAMA Cihan MA. Experiences of Turkish University Students with Visual Impairments. INUEFD. 2021;22:556–577.
MLA Cihan, Mehmet Akif. “Experiences of Turkish University Students With Visual Impairments”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 22, no. 1, 2021, pp. 556-77, doi:10.17679/inuefd.840263.
Vancouver Cihan MA. Experiences of Turkish University Students with Visual Impairments. INUEFD. 2021;22(1):556-77.

2002 INUEFD  Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License.