Research Article
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Investigation of Distance Education Processes of Students with Hard of Hearing in Inclusive Education Practices

Year 2024, Issue: 26, 121 - 133, 29.07.2024
https://doi.org/10.30786/jef.1370404

Abstract

The aim of this study is to examine the experiences of students with hard of hearing (HH) in inclusive education practices, their teachers and parents regarding the distance education process. This research was designed with the phenomenological approach from qualitative research methods. The participants consisted of five secondary school students with HH studying at general education schools, their five parents, and ten teachers teaching students with HH. The data was collected in the 2021-2022 academic year through semi-structured interviews. In the study, it was determined that students with HH show reluctant and irregular participation in online courses. On the other hand, it was concluded that online courses were not adapted to the special needs of students and they did not get support special education services. All parents of students with HH were unable to participate in the distance education process. Distance education could be used in only support education or not at all unless it is necessary. The anxiety disorder, anger control problems and behavioural disorders brought on by adolescence increased with the decrease in socialisation in COVID-19-related closures.

Ethical Statement

All subjects gave their informed consent for inclusion before they participated in the study. The protocol was approved by the Ethics Committee of Bursa Uludag Unıversıty,

References

  • Akçakaya, H., & Baş, N. (June 22-25, 2022). The changing needs of children and young people with hearing loss and emerging needs in the epidemic period [Oral Presentation]. International Ejer Congress, Izmir, Turkey.
  • Aljedaani, W., Krasniqi, R., Aljedaani, S., Mkaouer, M. W., Ludi, S., & Al-Raddah, K. (2022). If online learning works for you, what about deaf students? Emerging challenges of online learning for deaf and hearing-impaired students during COVID-19: A literaturereview. Universal Access in the Information Society, 1-20. https://doi.org/10.1007/s10209-022-00897-5
  • Alqraini, F. M., & Alasim, K. N. (2021). Distance education for d/Deaf and hard of hearing students during the COVID-19 pandemic in Saudi Arabia: Challenges and support. Research in Developmental Disabilities, 117, 104059. https://doi.org/10.1016/j.ridd.2021.104059
  • Alsadoon, E., & Turkestani, M. (2020). Virtual classrooms for hearing-impaired students during the COVID-19 pandemic. Revista Romaneasca pentru Educatie Multidimensionala, 12(1Sup2), 01-08. https://doi.org/10.18662/rrem/12.1sup1/240
  • Alshawabkeh, A. A., Woolsey, M. L., & Kharbat, F. F. (2021). Using online information technology for deaf students during COVID-19: A closer look from experience. Heliyon, 7(5), e06915. https://doi.org/10.1016/j.heliyon.2021.e06446
  • Andrews, J. F., Shaw, P. C., & Lomas, G. (2011). Deaf and hard of hearing students. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (pp. 233–246). New York: Routledge.
  • Barak, A., & Sadovsky, Y. (2008). Internet use and personal empowerment of hearing-impaired adolescents. Computers in Human Behavior, 24(5), 1802-1815. https://doi.org/10.1016/j.chb.2008.02.007
  • Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and method. Boston, USA: Allyn & Bacon.
  • Borders, C. M., Barnett, D., & Bauer, A. M. (2010). How are they really doing? Observation of inclusionary classroom participation for children with mild-to-moderate deafness. Journal of Deaf Studies and Deaf Education, 15(4), 348-357. https://doi.org/10.1093/deafed/enq028
  • Cheng, S., & Cheng, S. (2023). Psychological stress and perceived school success during COVID-19 among parents of children who are deaf or hard of hearing. Commun Disord Q. 44(2), 89-97. https://doi:10.1177/15257401221078788
  • Cole, E. B. & Flexer, C. (2007). Children with hearing loss: Developing listening and talking birth to six. Plural Pub.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
  • Denzin, N. K. (Ed.) 1978. Triangulation: A case for methodological evaluation and combination. In Sociological methods: A sourcebook (pp. 339–357). McGraw-Hill.
  • Erikson, E. H. (1959). Identity and the life cycle. (Psychological Issues Monograph No. 1). International Universities Press.
  • Joint Committee on Infant Hearing. (2019). Year 2019 position statement: Principles and guidelines for early hearing detection and intervention programs. Journal of Early Hearing Detection and Intervention, 4(2), 1–44. https://doi.org/10.15142/fptk-b748
  • Kritzer, K. L., & Smith, C. E. (2020). Educating deaf and hard-of-hearing students during COVID-19: What parents need to know. The Hearing Journal, 73(8), 32. https://doi.org/10.1097/01.HJ.0000695836.90893.20
  • Kruszewska, A., & Lavrenova, M. (2022). The educational opportunities of Ukrainian children at the time of the Russian invasion: Perspectives from teachers. Education 3-13, 1-14. https://doi.org/10.1080/03004279.2022.2083211
  • Ling, D. (2002). Speech and the hearing-impaired child: Theory and practice (2nd ed.). Alexander Graham Bell
  • Luckner, J. L., & Muir, S. (2001). Successful students who are deaf in general education settings. American Annals of the Deaf, 146(5), 435-446. https://doi.org/10.1353/aad.2012.0202
  • Madhesh, A. (2021). Full exclusion during COVID-19: Saudi deaf education is an example. Heliyon, 7(3), e06536. https://doi.org/10.1016/j.heliyon.2021.e06536
  • Mantzikos, C. N., & Lappa, C. S. (2020). Difficulties and barriers in the education of deaf and hard of hearing ındividuals in the era of Covid-19: the case of Greece - a viewpoint article. European Journal of Special Education Research, 6(3), 75–95. https://doi.org/10.46827/ejse.v6i3.3357.
  • Markova, T. (2021). Educators’ and students’ perceptions of online distance education before and amid COVID-19: Key concerns and challenges. In SHS Web of Conferences, 99, 01018. https://doi.org/10.1051/shsconf/20219901018
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book. (2nd ed). Thousand Oaks, CA: Sage.
  • Öz, C., Koç, M. K., & Çınar, Ç., B. (2022). The effects of Covid-19 pandemic on children with hearing aids. Turkish Journal of Audiology and Hearing Research, 5(2), 29-34. https://doi.org/10.34034/tjahr.1092354
  • Parmigiani, D., Benigno, V., Giusto, M., Silvaggio, C., & Sperandio, S. (2021). E-inclusion: Online special education in Italy during the Covid-19 pandemic. Technology, Pedagogy and Education, 30(1), 111-124. https://doi.org/10.1080/1475939X.2020.1856714
  • Sani-bozkurt, S., Bozkuş Genç, G., Vuran, S., Yıldız, G., Çelik, S., Diken, İ., Uysal, Ç., Gürgür, H., Kalaycı, G., Diken, Ö., Ateşgöz, N. N., İçyüz, R., Doğan, M., Şafak, P., & Demiryürek, P. (2022). Expert perspectives on distance special education interventions for students with special needs and their families in Turkey during the COVID-19 pandemic. Ankara University Faculty of Educational Sciences Journal of Special Education, 23 (1), 133-164. https://doi.org/10.21565/ozelegitimdergisi.786118
  • Sarıca, A.D. (2016). Interactive book reading program (IBRD): Theoretical foundations. C. Ergül (Ed.), Within the interactive book reading program (EKOP) for the development of language and early literacy skills (pp. 1-24). Eğiten Kitap.
  • Schafer, E. C., Kirby, B., & Miller, S. (2020). Remote microphone technology for children with hearing loss or auditory processing issues. Seminars in Hearing, 41(4), 277-290. https://doi.org/10.1055/s-0040-1718713
  • Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers’ college press.
  • Sider, S., Maich, K., Morvan, J., Villella, M., Ling, P., & Repp, C. (2021). Inclusive school leadership: Examining the experiences of Canadian school principals in supporting students with special education needs. Journal of Research in Special Educational Needs, 21(3), 233-241. https://doi.org/10.1111/1471-3802.12515
  • Smith, C. (2020). Challenges and opportunities for teaching students with disabilities during the COVID-19 pandemic. International Journal of Multidisciplinary Perspectives in Higher Education, 5(1), 167-173. https://doi.org/10.1111/1471-3802.12515
  • Smith, P., & Davis, A. (2014). The benefits of using Bluetooth accessories with hearing aids. International Journal of Audiology, 53(10), 770-773. https://doi.org/10.3109/14992027.2014.941075
  • Stika, C. J., Eisenberg, L. S., Johnson, K. C., Henning, S. C., Colson, B. G., Ganguly, D. H., & Des Jardin, J. L. (2015). Developmental outcomes of early-identified children who are hard of hearing at 12 to 18 months of age. Early Human Development, 91(1), 47-55. https://doi:10.1016/j.earlhumdev.2014.11.005
  • Sucuoğlu, B., & Kargın, T. (2006). Inclusive practices: Approaches, methods, techniques. Morpa Publishing.
  • Swanwick, R., Oppong, A. M., Offei, Y. N., Fobi, D., Appau, O., Fobi, J., & Frempomaa Mantey, F. (2020). The impact of the Covid-19 pandemic on deaf adults, children and their families in Ghana. Journal of the British Academy, 8, 141-165. https://doi.org/10.5871/jba/008.141
  • Şahlı, A. S. (2020). Special education for children affected by auditory impairment during the COVID-19 pandemic: Problems and solutions. In Y.K. Kemaloğlu (Eds), Coronavirus disease 2019 (COVID-19) and applications for individuals affected by hearing impairment (Otology/Otoneurology, Audiology and Special Education, p.59- 67). 1st Ed. Ankara: Turkey Clinics.
  • Şenel, E., Gümüş, N. M., & Ünsal, S. (2022). Evaluation of the effect of direct connection feature of hearing aids on speech comprehension. Journal of Medical Sciences, 3(3), 153-158. https://doi.org/10.46629/JMS.2022.88
  • Şenol, F. B., & Yaşar, M. C. (2020). “Special education” from teacher and parent's perspective in the Covid-19 pandemic process. National Education Journal, 49(1), 439-458. https://doi.org/10.37669/milliegitim.787808
  • Taddei, A., López, E. A., & Reyes, R. (2021). Children with hearing disabilities during the pandemic: Challenges and perspectives of inclusion. Education Sciences & Society-Open Access, 12(1), 178-196. https://doi.org/10.3280/ess1-2021oa11871
  • Temiz, Z., & Parlak-Rakap, A. (2018). Ready for inclusion through adaptation activities. Elementary Education Online, 17(3), 1739-1750. https://doi.org/10.17051/ilkonline.2018.466428
  • Turnbull, A. Turnbull R., Wehmeyer, M., & Shogren, K. (2013). Exceptional lives: Special education in today’s schools (7th Ed). Pearson.
  • Tuz, D., Aslan, F., & Yücel, E. (2023). The effects of the COVID-19 pandemic on children and adolescents with hearing loss: A descriptive research on changes in auditory perception and daily routines from the parents’ perspective. Turkiye Klinikleri Journal of Health Sciences, 8(3), 469-478. https://doi:10.5336/healthsci.2022-95053
  • Ünay, E., Erdem, R., & Çakıroğlu, O. (2021). Distance education applications in special education during the Covid-19. Journal of Uludag University Faculty of Education, 34, 158-184. https://doi.org/10.19171/uefad.845915
  • Viola, T. W., & Nunes, M. L. (2022). Social and environmental effects of the Covid-19 pandemic on children. Jornal de Pediatria, 98(1), 4-12. https://doi.org/10.1016/j.jped.2021.08.003
  • Yang, Y., Xiao, Y., Liu, Y., Li, Q., Shan, C., Chang, S., & Jen, P. H. S. (2021). Mental health and psychological impact on students with or without hearing loss during there currence of the Covid-19 pandemic in China. International Journal of Environmental Research and Public Health, 18(4), 1421. https://doi.org/10.3390/ijerph18041421
Year 2024, Issue: 26, 121 - 133, 29.07.2024
https://doi.org/10.30786/jef.1370404

Abstract

References

  • Akçakaya, H., & Baş, N. (June 22-25, 2022). The changing needs of children and young people with hearing loss and emerging needs in the epidemic period [Oral Presentation]. International Ejer Congress, Izmir, Turkey.
  • Aljedaani, W., Krasniqi, R., Aljedaani, S., Mkaouer, M. W., Ludi, S., & Al-Raddah, K. (2022). If online learning works for you, what about deaf students? Emerging challenges of online learning for deaf and hearing-impaired students during COVID-19: A literaturereview. Universal Access in the Information Society, 1-20. https://doi.org/10.1007/s10209-022-00897-5
  • Alqraini, F. M., & Alasim, K. N. (2021). Distance education for d/Deaf and hard of hearing students during the COVID-19 pandemic in Saudi Arabia: Challenges and support. Research in Developmental Disabilities, 117, 104059. https://doi.org/10.1016/j.ridd.2021.104059
  • Alsadoon, E., & Turkestani, M. (2020). Virtual classrooms for hearing-impaired students during the COVID-19 pandemic. Revista Romaneasca pentru Educatie Multidimensionala, 12(1Sup2), 01-08. https://doi.org/10.18662/rrem/12.1sup1/240
  • Alshawabkeh, A. A., Woolsey, M. L., & Kharbat, F. F. (2021). Using online information technology for deaf students during COVID-19: A closer look from experience. Heliyon, 7(5), e06915. https://doi.org/10.1016/j.heliyon.2021.e06446
  • Andrews, J. F., Shaw, P. C., & Lomas, G. (2011). Deaf and hard of hearing students. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (pp. 233–246). New York: Routledge.
  • Barak, A., & Sadovsky, Y. (2008). Internet use and personal empowerment of hearing-impaired adolescents. Computers in Human Behavior, 24(5), 1802-1815. https://doi.org/10.1016/j.chb.2008.02.007
  • Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and method. Boston, USA: Allyn & Bacon.
  • Borders, C. M., Barnett, D., & Bauer, A. M. (2010). How are they really doing? Observation of inclusionary classroom participation for children with mild-to-moderate deafness. Journal of Deaf Studies and Deaf Education, 15(4), 348-357. https://doi.org/10.1093/deafed/enq028
  • Cheng, S., & Cheng, S. (2023). Psychological stress and perceived school success during COVID-19 among parents of children who are deaf or hard of hearing. Commun Disord Q. 44(2), 89-97. https://doi:10.1177/15257401221078788
  • Cole, E. B. & Flexer, C. (2007). Children with hearing loss: Developing listening and talking birth to six. Plural Pub.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
  • Denzin, N. K. (Ed.) 1978. Triangulation: A case for methodological evaluation and combination. In Sociological methods: A sourcebook (pp. 339–357). McGraw-Hill.
  • Erikson, E. H. (1959). Identity and the life cycle. (Psychological Issues Monograph No. 1). International Universities Press.
  • Joint Committee on Infant Hearing. (2019). Year 2019 position statement: Principles and guidelines for early hearing detection and intervention programs. Journal of Early Hearing Detection and Intervention, 4(2), 1–44. https://doi.org/10.15142/fptk-b748
  • Kritzer, K. L., & Smith, C. E. (2020). Educating deaf and hard-of-hearing students during COVID-19: What parents need to know. The Hearing Journal, 73(8), 32. https://doi.org/10.1097/01.HJ.0000695836.90893.20
  • Kruszewska, A., & Lavrenova, M. (2022). The educational opportunities of Ukrainian children at the time of the Russian invasion: Perspectives from teachers. Education 3-13, 1-14. https://doi.org/10.1080/03004279.2022.2083211
  • Ling, D. (2002). Speech and the hearing-impaired child: Theory and practice (2nd ed.). Alexander Graham Bell
  • Luckner, J. L., & Muir, S. (2001). Successful students who are deaf in general education settings. American Annals of the Deaf, 146(5), 435-446. https://doi.org/10.1353/aad.2012.0202
  • Madhesh, A. (2021). Full exclusion during COVID-19: Saudi deaf education is an example. Heliyon, 7(3), e06536. https://doi.org/10.1016/j.heliyon.2021.e06536
  • Mantzikos, C. N., & Lappa, C. S. (2020). Difficulties and barriers in the education of deaf and hard of hearing ındividuals in the era of Covid-19: the case of Greece - a viewpoint article. European Journal of Special Education Research, 6(3), 75–95. https://doi.org/10.46827/ejse.v6i3.3357.
  • Markova, T. (2021). Educators’ and students’ perceptions of online distance education before and amid COVID-19: Key concerns and challenges. In SHS Web of Conferences, 99, 01018. https://doi.org/10.1051/shsconf/20219901018
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book. (2nd ed). Thousand Oaks, CA: Sage.
  • Öz, C., Koç, M. K., & Çınar, Ç., B. (2022). The effects of Covid-19 pandemic on children with hearing aids. Turkish Journal of Audiology and Hearing Research, 5(2), 29-34. https://doi.org/10.34034/tjahr.1092354
  • Parmigiani, D., Benigno, V., Giusto, M., Silvaggio, C., & Sperandio, S. (2021). E-inclusion: Online special education in Italy during the Covid-19 pandemic. Technology, Pedagogy and Education, 30(1), 111-124. https://doi.org/10.1080/1475939X.2020.1856714
  • Sani-bozkurt, S., Bozkuş Genç, G., Vuran, S., Yıldız, G., Çelik, S., Diken, İ., Uysal, Ç., Gürgür, H., Kalaycı, G., Diken, Ö., Ateşgöz, N. N., İçyüz, R., Doğan, M., Şafak, P., & Demiryürek, P. (2022). Expert perspectives on distance special education interventions for students with special needs and their families in Turkey during the COVID-19 pandemic. Ankara University Faculty of Educational Sciences Journal of Special Education, 23 (1), 133-164. https://doi.org/10.21565/ozelegitimdergisi.786118
  • Sarıca, A.D. (2016). Interactive book reading program (IBRD): Theoretical foundations. C. Ergül (Ed.), Within the interactive book reading program (EKOP) for the development of language and early literacy skills (pp. 1-24). Eğiten Kitap.
  • Schafer, E. C., Kirby, B., & Miller, S. (2020). Remote microphone technology for children with hearing loss or auditory processing issues. Seminars in Hearing, 41(4), 277-290. https://doi.org/10.1055/s-0040-1718713
  • Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers’ college press.
  • Sider, S., Maich, K., Morvan, J., Villella, M., Ling, P., & Repp, C. (2021). Inclusive school leadership: Examining the experiences of Canadian school principals in supporting students with special education needs. Journal of Research in Special Educational Needs, 21(3), 233-241. https://doi.org/10.1111/1471-3802.12515
  • Smith, C. (2020). Challenges and opportunities for teaching students with disabilities during the COVID-19 pandemic. International Journal of Multidisciplinary Perspectives in Higher Education, 5(1), 167-173. https://doi.org/10.1111/1471-3802.12515
  • Smith, P., & Davis, A. (2014). The benefits of using Bluetooth accessories with hearing aids. International Journal of Audiology, 53(10), 770-773. https://doi.org/10.3109/14992027.2014.941075
  • Stika, C. J., Eisenberg, L. S., Johnson, K. C., Henning, S. C., Colson, B. G., Ganguly, D. H., & Des Jardin, J. L. (2015). Developmental outcomes of early-identified children who are hard of hearing at 12 to 18 months of age. Early Human Development, 91(1), 47-55. https://doi:10.1016/j.earlhumdev.2014.11.005
  • Sucuoğlu, B., & Kargın, T. (2006). Inclusive practices: Approaches, methods, techniques. Morpa Publishing.
  • Swanwick, R., Oppong, A. M., Offei, Y. N., Fobi, D., Appau, O., Fobi, J., & Frempomaa Mantey, F. (2020). The impact of the Covid-19 pandemic on deaf adults, children and their families in Ghana. Journal of the British Academy, 8, 141-165. https://doi.org/10.5871/jba/008.141
  • Şahlı, A. S. (2020). Special education for children affected by auditory impairment during the COVID-19 pandemic: Problems and solutions. In Y.K. Kemaloğlu (Eds), Coronavirus disease 2019 (COVID-19) and applications for individuals affected by hearing impairment (Otology/Otoneurology, Audiology and Special Education, p.59- 67). 1st Ed. Ankara: Turkey Clinics.
  • Şenel, E., Gümüş, N. M., & Ünsal, S. (2022). Evaluation of the effect of direct connection feature of hearing aids on speech comprehension. Journal of Medical Sciences, 3(3), 153-158. https://doi.org/10.46629/JMS.2022.88
  • Şenol, F. B., & Yaşar, M. C. (2020). “Special education” from teacher and parent's perspective in the Covid-19 pandemic process. National Education Journal, 49(1), 439-458. https://doi.org/10.37669/milliegitim.787808
  • Taddei, A., López, E. A., & Reyes, R. (2021). Children with hearing disabilities during the pandemic: Challenges and perspectives of inclusion. Education Sciences & Society-Open Access, 12(1), 178-196. https://doi.org/10.3280/ess1-2021oa11871
  • Temiz, Z., & Parlak-Rakap, A. (2018). Ready for inclusion through adaptation activities. Elementary Education Online, 17(3), 1739-1750. https://doi.org/10.17051/ilkonline.2018.466428
  • Turnbull, A. Turnbull R., Wehmeyer, M., & Shogren, K. (2013). Exceptional lives: Special education in today’s schools (7th Ed). Pearson.
  • Tuz, D., Aslan, F., & Yücel, E. (2023). The effects of the COVID-19 pandemic on children and adolescents with hearing loss: A descriptive research on changes in auditory perception and daily routines from the parents’ perspective. Turkiye Klinikleri Journal of Health Sciences, 8(3), 469-478. https://doi:10.5336/healthsci.2022-95053
  • Ünay, E., Erdem, R., & Çakıroğlu, O. (2021). Distance education applications in special education during the Covid-19. Journal of Uludag University Faculty of Education, 34, 158-184. https://doi.org/10.19171/uefad.845915
  • Viola, T. W., & Nunes, M. L. (2022). Social and environmental effects of the Covid-19 pandemic on children. Jornal de Pediatria, 98(1), 4-12. https://doi.org/10.1016/j.jped.2021.08.003
  • Yang, Y., Xiao, Y., Liu, Y., Li, Q., Shan, C., Chang, S., & Jen, P. H. S. (2021). Mental health and psychological impact on students with or without hearing loss during there currence of the Covid-19 pandemic in China. International Journal of Environmental Research and Public Health, 18(4), 1421. https://doi.org/10.3390/ijerph18041421
There are 45 citations in total.

Details

Primary Language English
Subjects Impaired Hearing Education
Journal Section Makaleler
Authors

Gülcihan Yazçayır 0000-0001-5094-1237

Gamze Ak 0000-0001-7889-3636

Publication Date July 29, 2024
Published in Issue Year 2024 Issue: 26

Cite

APA Yazçayır, G., & Ak, G. (2024). Investigation of Distance Education Processes of Students with Hard of Hearing in Inclusive Education Practices. Journal of Education and Future(26), 121-133. https://doi.org/10.30786/jef.1370404
AMA Yazçayır G, Ak G. Investigation of Distance Education Processes of Students with Hard of Hearing in Inclusive Education Practices. JEF. July 2024;(26):121-133. doi:10.30786/jef.1370404
Chicago Yazçayır, Gülcihan, and Gamze Ak. “Investigation of Distance Education Processes of Students With Hard of Hearing in Inclusive Education Practices”. Journal of Education and Future, no. 26 (July 2024): 121-33. https://doi.org/10.30786/jef.1370404.
EndNote Yazçayır G, Ak G (July 1, 2024) Investigation of Distance Education Processes of Students with Hard of Hearing in Inclusive Education Practices. Journal of Education and Future 26 121–133.
IEEE G. Yazçayır and G. Ak, “Investigation of Distance Education Processes of Students with Hard of Hearing in Inclusive Education Practices”, JEF, no. 26, pp. 121–133, July 2024, doi: 10.30786/jef.1370404.
ISNAD Yazçayır, Gülcihan - Ak, Gamze. “Investigation of Distance Education Processes of Students With Hard of Hearing in Inclusive Education Practices”. Journal of Education and Future 26 (July 2024), 121-133. https://doi.org/10.30786/jef.1370404.
JAMA Yazçayır G, Ak G. Investigation of Distance Education Processes of Students with Hard of Hearing in Inclusive Education Practices. JEF. 2024;:121–133.
MLA Yazçayır, Gülcihan and Gamze Ak. “Investigation of Distance Education Processes of Students With Hard of Hearing in Inclusive Education Practices”. Journal of Education and Future, no. 26, 2024, pp. 121-33, doi:10.30786/jef.1370404.
Vancouver Yazçayır G, Ak G. Investigation of Distance Education Processes of Students with Hard of Hearing in Inclusive Education Practices. JEF. 2024(26):121-33.
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