The impact of authentic materials in the life sciences class on the learning of students at stage with moderate intellectual disability

Year 2022, Volume: 10 Issue: 4, 599 - 626, 30.12.2022

Kerim Uçar Ufuk Şimşek

https://doi.org/10.17478/jegys.1181680

Abstract

The aim of this study is to reveal the effectiveness of using authentic materials for teaching daily weather conditions, which is among the learning outcomes of life science class, to special-needs students with moderate intellectual disability who receive education at Stage I in special education practice schools, in a teaching process involving the participation of their parents. In the present study, we used an action research design, which is one of the qualitative research approaches. The study sample consisted of three parents, and three students with moderate intellectual disability who received education at Erzurum Special Education Practice School in the Yakutiye district of Erzurum in the 2019/20 academic year. As a data collection tool, a rough evaluation form was used as a criterion-dependent assessment tool in the pre-application, post-application and general evaluation stages so as to determine the current status of special education students. On the other hand, parent and teacher interview forms were used to determine their views on the practice, video recording to evaluate the processes, and ABC recording (anecdotal recording) to detect the stimuli that appeared before and after the students’ behaviour and to predict the function of such behaviour. Descriptive analysis technique was used for the analyses in accordance with the qualitative research approach. In the data obtained at the end of the first four weeks, the number of correct responses before the application was found to be very low, while almost all of the answers given after the application were correct. In the general evaluation phase, the correct responses obtained for all questions used during the activity in which various authentic materials were used indicated a positive contribution to students with moderate intellectual disability with respect to learning about daily weather conditions. It can therefore be recommended that authentic materials be used more in the learning processes of students with moderate intellectual disability.

Keywords

Authentic materials, life science, moderate intellectual disability, social studies.

References

• Akkaya, M. (2007). The evaluation of family involvement activities implemented in the preschool institutions based on teachers and parents opinions. Unpublished Master’s Thesis, Anadolu University-Eskişşehir, National Thesis Center of the Council of Higher Education.
• Alberto, P., & Troutman, A. (2015). Applied behavior analysis for teachers. (H. Sarı, Çev.) Nobel Academy Publishing.
• Arpacık, Ö. (2014). Development process of multimedia materials for students with learning disabilities and the effect on the teachers and students. Unpublished Doctoral Thesis, Atatürk University-Erzurum, National Thesis Center of the Council of Higher Education.
• Arslan, H. (2018). Examining effects of teaching materials designed for dressing skills on acquring self-care skills. Unpublished Master’s Thesis, Gazi University-Ankara, National Thesis Center of the Council of Higher Education.
• Atik Çatak, A. (2006). The effect of powerpoint software on educable mentally retarded students' reading comprehension skill. Unpublished Master’s Thesis. Abant İzzet Baysal University-Bolu, National Thesis Center of the Council of Higher Education.
• Avcıoğlu, H. (2012). Intellectual dısabılıty class teachers’ opınıons onthe use of materıals. International Journal of New Trends in Arts, Sports & Science Education, 1(2).
• Ayral, M., Bozkurt, E., Özdemir, N., Sadıç, Ş., Özarslan, H., Türedi, A., & Ünlü, A. (2012). The Effect of Parental Participation to the Succes of Students in Mathematic. M. Eryaman, A. Kılınç, A. Cerrahoğlu, E. Yolcu, & G. Ergen içinde, IV. International Turkey Educational Research Congress. Nobel Academic Publishing.
• Azap, S. (2011). Special education centers purpose, structure and process in terms of evaluation of parent opinions. Unpublished Master’s Thesis. Yeditepe University-İstanbul, National Thesis Center of the Council of Higher Education. Baumfield, V., Hall, E., & Wall, K. (2008). Action research in the classroom. Sage Publications Inc.
• Boster, F., Meyer, G., Roberto, A., & Inge , C. (2011). Report on the effect of the unitedstreaming application on educational performance. United Learning. http://www. ncrel.org/sdrs/areas/issuesmethods/technlgy/te800.htm#researchresult adresinden alındı
• Bülbül, M. (2014). The effect of enriched course materials about motion on nineth grade sighted and totally blind students' achievement, motivation, attitude, perception of learning environment and interaction in inclusive classes. Unpublished Doctoral Thesis, Middle East Technical University-Ankara, National Thesis Center of the Council of Higher Education.
• Cavkaytar, A. (2000). Zihinsel engellilerin eğitim amaçları. Anadolu University Journal of Education Faculty, 10(1), 115-121.
• Collins, A. (2012). Systematic instruction for students with moderate and severe disabilities. Brookes Publishing.
• Coşkun, İ., & Geç, H. (2018, 10 11). Vowels Teaching through Sentence Analysis Method for the Mild Intellectual Disabilities: Action Research. The Journal of Limitless Education and Research, 3(3), 61-79.
• Çay, E., Yıkmış, A., & Sola Özgüç, C. (2020). Experiences and Opinions of Special Education Teachers Regarding the Use of Technology. Journal of Qualitative Research in Education, 8(2), 629-648.
• Çelik, L. (2007). Öğretim materyallerinin hazırlanması ve seçimi. Ö. Demirel, & E. Altun içinde, Öğretim teknolojileri ve materyal tasarımı. PagemA Publishing.
• Çiftçi, E. (2009). Designing, implementation and evaluating material developed for improving deaf students' writing skill. Unpublished Master’s Thesis, Karadeniz Technical University-Trabzon, National Thesis Center of the Council of Higher Education.
• Çıkılı, Y. (2013). Zihinsel yetersizliği olan çocuklar. S. Vuran (Dü.) içinde, Özel eğitim. Maya Akademi.
• Dağseven, D. (2001). The effectiveness of instructional materials that were designed according to direct instruction and interactive unit in acquization, maintanence and generelization of addition and telling time skills in students with mental retardation. Unpublished Master’s Thesis, ,Gazi University-Ankara, National Thesis Center of the Council of Higher Education.
• Diler, N. (2000). The Effectiveness of 'individualized instructional materials that objectives were designed according to the whole task and forward chaining strategies in acquiring the skills' in students with mental retardation. unpublished Master’s Thesis, Gazi University-Ankara, National Thesis Center of the Council of Higher Education.
• Dinç, F. (2017). Relatıonshıp between level of partıcıpatıon ın educatıon and student success. Unpublished Master’s Thesis, Pamukkale University-Denizli, National Thesis Center of the Council of Higher Education.
• Doğdu, S., & Arslan, Z. (1993). Eğitim teknolojisi uygulamaları ve eğitim araç gereçleri. Tekışık A.Ş. Veb Ofset Tesisleri.
• Duman, N., & Tekinarslan, İ. (2007). The Effects of the Story-Mapping Method on Mild Mentally Retarded Students’ Reading Comprehension Skills. Ankara University Faculty of Educational Sciences Journal of Special Education, 33-35.
• Dündar, R. (2006). Comparison of the effectiveness methods of sound-based sentence and sentence analysis in secondary teaching of reading to the moderate mentally retarded children. Unpublished Master’s Thesis, Hacettepe University-Ankara. National Thesis Center of the Council of Higher Education.
• Erben, S. (2005). Montessori materyallerinin zihin engelli ve işitme engelli çocukların alıcı dil gelişiminden görsel algı düzeyine etkisi. Unpublished Master’s Thesisi, Selçuk University-Konya, National Thesis Center of the Council of Higher Education.
• Eripek, S. (1996). Zihinsel Engelli Çocuklar (2 b.). Anadolu University Publications.
• Eripek, S. (1998). Özel gereksinimli bireyler ve özel eğitim. S. Eripek içinde, Özel eğitim. Anadolu University.
• Eripek, S. (2009). Zihinsel yetersizliği olan çocuklar. Maya Akademi.
• Ertem, H., & Gökalp, G. (2020). Parents’ Perceptions of School Climate and Parent Involvement in terms of Education Levels of Parents and Grade of Their Children. Hacettepe University Journal Of Education, 78-91.
• Fırat, T. (2010). The evaluation of primary school social studies teaching program which was prepared for the educable mentally handicapped sutudents by teacher views. Unpublished Master’s Thesis, İnönü University-Malatya. National Thesis Center of the Council of Higher Education.
• Fitzgerald, G., Koury, K., & Mitchem, K. (2008). Research on computer-mediated instruction for students with high incidence disabilities. Journal of Educational Computing Research(33), 201-233.
• Gay, L., Mills, G., & Airasian, P. (2012). Educational research. competencises for analysis and applications. Pearson Education Inc.
• Gınalı Göriş, Ş. (2006). Determine the effectiveness of the insructional materials that were designed according to adaptive stewise insruction upon acquisition, maintenance and generalization of basic subtraction skills in autistic children. Unpublished Master’s Thesis, Gazi University-Ankara, National Thesis Center of the Council of Higher Education.
• Glesne, C. (2013). Nitel araştırmaya giriş. (A. Ersoy, & P. Yalçınoğlu, Çev.) Anı yayıncılık.
• Guba, E. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology Journal.
• Gündüz, K. (2019). The effects of musical materials on first reading and musical development in disabled kids at secondary education level. Unpublished Master’s Thesis, Kırıkkale University-Kırıkkale, National Thesis Center of the Council of Higher Education.
• Gürsel, O. (1993). Zihinsel engeli çocukların doğal sayları gerçek nesneleri kulanarak eşleme resmleri işaret ederek gösterme rakamlar gösterldiğnde söyleme becerilernin gerçekleştrlmesnde bireyseleştrilmiş öğretim materyalnin basamaklandrılmış yöntemle sunulmasnın etkiliği. Unpublished doctoral thesis, Anadolu University-Eskişehir, National Thesis Center of the Council of Higher Education.
• H Tanju, E., & Gönen, M. (2006). The Effects of Computer Assisted Education on the Acquisition of Shape concept by the Mentally Handicapped Children Between the Ages of 4-5. Journal of Child and Development, 81-91.
• Hersh, C., Meng-Fen, L., & Georgette, M. (2003). A meta-analysis of the effectiveness of teaching and learning with technology on student outcomes. http://www.ncrel.org/: http://www.ncrel.org/tech/effects2/abstract.htm adresinden alındı
• İlanbey, G. (2018). The effectiveness of computer assisted instruction material for teaching 'many objects' versus 'a few objects' consepts to students with intellectual disabilities. Unpublished Master’s Thesis, Adnan Menderes University-Aydın, National Thesis Center of the Council of Higher Education.
• Johnson, A. (2014). Eylem araştırması el kitabı. (M. Anay, & Y. Uzuner, Çev.) Ankara: Anı Publishing.
• Johnson, A. (2014). Eylem araştırması el kitabı. (Y. Uzuner, & M. Anay, Çev.) Anı Publishing.
• Karahüseyinoğlu, B. (2002). Efficieney of personalized education materials to remove reading problems. Unpublished Master’s Thesis, Marmara University-İstanbul, National Thesis Center of the Council of Higher Education.
• Kargın, T. (2016). Bireyselleştirilmiş eğitim programı (BEP) hazırlama ve öğretimin bireyselleştirilmesi. İ. Diken içinde, Özel eğitime gereksinimi olan öğrenciler ve özel eğitim. A Pegem Akademy.
• Kargın, T., & Sucuoğlu, B. (2006). İlköğretimde kaynaştırma uygulamaları: yaklaşımlar, yöntemler, teknikler. Morpa Publications.
• Keçeli-Kaysılı, B. (2009). Parent Involvement to Improve academic achievement. Ankara University Faculty of Educational Sciences Journal of Special Education, 69-83.
• Keser, H. (2017). A case study on the application of computer assisted vocabulary teaching material developed for hearing impaired students. Unpublished Master’s Thesisi, Fırat University-Elazığ, National Thesis Center of the Council of Higher Education.
• Keser, H. (2017). A case study on the application of computer assisted vocabulary teaching material developed for hearing impaired students. Unpublished Master’s Thesis, Fırat University-Elazığ National Thesis Center of the Council of Higher Education.
• Kırcaali-İftar, G. (1998). Özel gereksinimli bireyler ve özel ğğitim. S. Eripek (Dü.) içinde, Özel eğitim. Anadolu Üniversitesi Yayınları.
• Kosif, H. (2019). Investigation of the impact of materials developed in the scope of 'Social life module' for mentally disabled students. Unpublished Master’s Thesis, Recep Tayyip Erdoğan University-Rize, National Thesis Center of the Council of Higher Education.
• Kot , M., Sönmez, S., & Yıkmış , A. (2017). Comparison of touch math and number line strategy presented. Ankara University Faculty of Educational Sciences Journal of Special Education, 2(18), 253-269.
• Margalit, M. (1995). Effects of social skills training for students with an intelectual disability. İnternational Journal of Disabilitiy, Devolopmental And Education(42), 75-85.
• MEB. (2008). https://orgm.meb.gov.tr. January 2021, 14 tarihinde https://meb.gov.tr: https://orgm.meb.gov.tr/meb_iys_dosyalar/2013_09/04010347_zihinselengellibireylerdestekeitimprogram.pdf adresinden alındı
• MEB. (2018, 7 7). 30471 Legal Gazette No. Special education services regulation. Ankara: Prime Ministry Printing House Revolving Fund.
• Mechling, L. (2007). Assistive technology as a self-management tool for prompting students with intellectual disabilities to initiate and complete daily tasks: A literature review. Education and Training in Developmental Disabilities(3(42)), 252-269.
• Mertler, C. (2008). Action research. Teachers as researchers in the classroom (2 b.). Sage Publications.
• Mertler, C. (2019). Action research: Improving schools and empowering educators. Sage Publications.
• Mete, P., & Yıldırım, A. (2018). Selection Process of Instructional Materials for the Teaching of “Hard - Soft” Materials to Intellectually Disabled Students. Kastamonu Education Journal, 1527-1538.
• Metin, E. (2012). Özel gereksinimli çocuklar. E. Metin (Dü.) içinde, Özel gereksinimli çocuklar. Maya Academy.
• Mills, G. (2003). Action research: A guide for the teacher researcher. Prentice-Hall, Inc.
• Mutlu, Y. (2016). The investigation of the effects of computer assisted instruction materials on the number perception skills of students with dyscalculia. Unpublished doctoral thesis, Atatürk University-Erzurum, National Thesis Center of the Council of Higher Education.
• Nalçacı, A., & Ercoşkun, H. (2005). The materials used in primary education social studies lesson. Journal of Kazım Karabekir Education Faculty(11), 141-154.
• Özlem Yazlık, D. (2018). The views of teachers about use of concrete teaching materials in mathematics teaching. OPUS International Journal of Society Researches, 8, 776-805.
• Öztürk, C., & Dilek, D. (2004). Hayat Bilgisi ve Sosyal Bilgiler Öğretimi. C. Öztürk, & D. Dilek içinde, Hayat bilgisi ve sosyal bilgiler öğretim programları. İstanbul: Pegem A publishing.
• Özyürek, M. (2015). Özel eğitimde ölçümleme ve değerlendirme. Kök Publishing. Register, D., Darrow, A., Swedberg, O., & Standley, D. (2007). The use of music to enhance reading skills of secand grade secand grade studants andstudents. Journal Of Music Therapy(44), 23-27.
• Scheuermann, B., & Webber, J. (2002). Autism: Teaching does make a difference. Wadsworth Publishing Company.
• Stringer, E. T. (2007). Action esearch (3. Ed.). Sage Publications.
• Sucuoğlu, B. (2010). Zihin engeli tanımları sınıflandırma ve yaygınlık. B. Sucuoğlu içinde, Zihin engelliler ve eğitimleri. Kök Publishing.
• Sulzer-Azaroff, B., & Mayer, G. (1991). Behavior analysis for lasting change. Wadsworth Thomson Learning.
• Şimşek, N. (2002). Derste eğitim teknolojisi kullanımı. Nobel Academic Publishing.
• Taubman, M., Leaf, R., & Kuyumjian, A. (2011). Crafting connections contemporary applied behavior analysis for enriching the social lives of persons with autism spectrum disorder. M. Taubman, R. Leaf, & J. McEachin içinde, Teaching interactions (s. 7-25). DRL Booksinc.
• Tekin-İftar, E. (2012). Davranış kayıt teknikleri. E. Tekin-İftar içinde, Eğitim ve davranış bilimlerinde tek denekli araştırmalar. Turkish Psychological Association.
• Timuçin, E. (2013). Özel eğitim ve kaynaştırma sınıflarının etkili yönetimi. S. Vuran içinde, Özel eğitim. Maya Academy.
• Uzuner, Y. (2005). Özel eğitimden örneklerle eylem araştırmaları. Ankara University Faculty of Educational Sciences Journal of Special Education, 1 - 13.
• Vayiç, Ş. (2008). Comparison of use direct instruction and graphic organizers in teaching of life science to students with mental retardation. Unpublished Master’s Thesis, Gazi University-Ankara, National Thesis Center of the Council of Higher Education.
• Yanpar, T. (2007). Öğretim teknolojileri ve materyal tasarımı. Anı Publishing.
• Yarar Kaptan, S., & Beldağ, A. (2021). Sosyal bilgiler öğretiminde materyal kullanımı ve örnek uygulamalar. V. Aktepe, M. Gündüz, N. Kurtdede Fidan, & E. Yalçınkaya içinde, Kuramdan uygulamaya sosyal bilgiler öğretimi (s. 166-193). Pegem Academy.
• Yıkmış, A. (1999). Effect of resveratrol in the prevention of postoperative adhesion formation in a rat uterine horn adhesion model. Unpublished doctoral thesis Anadolu University-Eskişehir, National Thesis Center of the Council of Higher Education.
• Yıldırım, A., & Şimşek , H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (11 b.). Seçkin Publishing.
• Yıldız, K., & Yıkmış, A. (2020). Teacher's vıews on computer use ın educatıon of students wıth ıntellectual dısabılıtıes. Journal of Uludag University Faculty of Education, 33(1), 37-66.
• Yücetaş Artan, G. (2019). Parent involvement in education: A review of the literature. Unpublished Master’s Thesis, Gaziantep University-Gaziantep, National Thesis Center of the Council of Higher Education.