Görme Engelli Öğrencilerin İngilizce Cümle Kurma Becerilerini Desteklemek Amacıyla Dokunsal Braille Bloklarının Geliştirilmesi ve Uygulanması

Abstract

Öğretim materyalleri ve yöntemlerinin çoğunlukla gören öğrenciler için tasarlanmış olması nedeniyle görme engelli öğrenciler yabancı dil olarak İngilizce öğreniminde çeşitli zorluklarla karşılaşmaktadır. Bazı durumlarda ders kitaplarının Braille versiyonları mevcut olsa da standart materyallerin yalnızca Braille’e çevrilmesi özellikle dilbilgisi ve cümle yapısı öğretiminde gerçek pedagojik erişilebilirliği sağlamamaktadır. Bu ihtiyaç doğrultusunda ortaya çıkan çalışmada dokunsal Braille blokları geliştirilmiş ve bu blokların görme engelli öğrencilerin İngilizce cümle kurma becerilerini desteklemedeki pedagojik potansiyeli incelenmiştir. Araştırma nitel bir vaka çalışması tasarımıyla yürütülmüş ve Türkiye’de bir devlet okulunda görme engelli öğrencilerle gerçekleştirilmiştir. Veriler, materyalin sınıf içi uygulanmasının ardından bir İngilizce öğretmeni ve on üç öğrenciyle yapılan yarı yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Tematik analiz kullanılarak bulgular üç tema altında organize edilmiştir: blokların kullanım ve sınıf içi uygulanabilirliği, cümle kurma becerilerine yönelik algılanan pedagojik katkıları ve öğrenci tepkileri ve katılımı. Braille temelli dokunsal bloklar öğretmen ve öğrenciler tarafından erişilebilir ve pratik olarak değerlendirilmiştir. Araştırmanın bulguları bloklarla yapılan etkileşimli çalışmaların öğrencilerin kelime dizimi ve yazım farkındalığını desteklediğini, öğrenme sürecinde olumlu duygusal tepkiler ve işbirlikçi katılımı teşvik ettiğini göstermektedir. Çalışma, iyi tasarlanmış dokunsal materyallerin yabancı dil öğretimi bağlamında geleneksel Braille temelli öğretime anlamlı ve kapsayıcı bir alternatif sunabileceğini ortaya koymakta ve görme engelli öğrenciler için erişilebilir, ihtiyaç odaklı materyallerin geliştirilmesine daha fazla önem verilmesi gerektiğini vurgulamaktadır.

Keywords

• dokunsal materyaller
• Braille-temelli eğitim
• görme engelli öğrenciler
• cümle kurma
• yabancı dil olarak İngilizce

Ethical Statement

Çalışmanın tüm süreçlerinin araştırma ve yayın etiğine uygun olduğunu, etik kurallara ve bilimsel atıf gösterme ilkelerine uyduğumuzu beyan ederim. Çalışmamız için Gazi Üniversitesi Etik Komisyonu tarafından etik kurul onayı alınmıştır (10.12.2024 tarih ve 20 sayılı toplantı, Araştırma Kod No: 2024 – 1895)

Developing and Implementing Tactile Braille Blocks to Support Sentence Construction in Visually Impaired EFL Learners

Abstract

Visually impaired (VI) learners face distinct challenges in English as a Foreign Language (EFL) contexts, where instructional materials and methodologies are predominantly designed for sighted students. While Braille versions of textbooks are available in some contexts, merely converting standard materials into Braille does not ensure genuine pedagogical accessibility, particularly in grammar and sentence structure instruction. To address this gap, the present study developed Braille-based tactile blocks as a manipulable instructional material and investigated their pedagogical potential in supporting sentence construction skills among VI EFL learners. The study adopted a qualitative case study design and was conducted at a public school for visually impaired students in Türkiye. Data were collected through semi-structured interviews with one English teacher and thirteen students following a classroom implementation of the material. Employing thematic analysis, the findings were organized under three themes: the use and classroom applicability of the blocks, their perceived pedagogical contributions to sentence construction, and student reactions and engagement. The Braille-based tactile blocks were perceived as accessible and practical by both the teacher and students. The findings further suggest that hands-on engagement with the blocks supported students’ understanding of word order and spelling awareness, while also fostering positive emotional responses and collaborative engagement during the learning process. The study concludes that well-designed tactile materials can offer a meaningful and inclusive alternative to traditional Braille-based instruction in EFL contexts and calls for greater attention to the development of accessible, needs-oriented materials for VI learners.

Keywords

• tactile materials
• Braille-based instruction
• visually impaired learners
• sentence construction
• English as a foreign language

Ethical Statement

I hereby declare that all stages of this study were conducted in accordance with research and publication ethics, adhering to ethical guidelines and principles of proper scientific citation. Ethical approval for our study was obtained from the Gazi University Ethics Committee (dated 10.12.2024, meeting no. 20, Research Code No: 2024–1895).

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