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Farklı Ortamlarda Öğrenim Gören İşitme Engelli Öğrencilerin Sosyal ve Etik Kurallarla İlgili Bilgilerinin Karşılaştırmalı Olarak Değerlendirilmesi

Year 2009, Issue: 21, 391 - 406, 01.02.2009

Abstract

Bazıişitme engelli öğrencilerin işitme kayıplarınedeniyle sosyal ve etik gelişimlerinde geri kalmalarına rağmen, bu öğrencilerin sosyal ve etik kurallarla ilgili gelişimlerine yönelik ülkemizdeki araştırmaların sınırlıolduğu gözlenmektedir. Buna ek olarak, kaynaştırma ortamlarında ve özel eğitim okulunda öğrenim gören işitme engelli öğrencilerin sosyal ve etik kurallara yönelik bilgileriyle ilgili karşılaştırmalıaraştırmaların da sınırlıolduğu görülmektedir. Bu nedenle, bu araştırmanın amacı, 1 kaynaştırma ortamlarında ve özel eğitim okulunda öğrenim gören işitme engelli öğrencilerin sosyal ve etik kurallarla ilgili bilgilerinin farklılaşıp farklılaşmadığının ve 2 sosyal ve etik kurallarla ilgili bilgilerinin öğrenim gördükleri farklıortamlardan etkilenip etkilenmediğinin karşılaştırmalıolarak incelenmesidir. Bu araştırmanın yöntemi ‘Görüşme Yöntemi’dir Bu araştırmaya, özel eğitim okulundan 41 ve kaynaştırma sınıflarından da 38 öğrenci olmak üzere toplam 79 öğrenci katılmıştır. Araştırmada veri toplamak amacıyla Smetana 1981 tarafından geliştirilen 10 resim araştırmacıtarafından Türkçeye uyarlanarak kullanılmıştır. Bu araştırmada elde edilen veriler Mann-Whitney Uve ttesti kullanılarak analiz edilmiştir. Bu araştırmadan ortaya çıkan bulgular aşağıda sıralanmıştır. Özet bölümünde maddeler yerine sonuçlarıkısaltıp yazılmasıdaha iyi olur. Özel eğitim okulunda öğrenim gören işitme engelli öğrencilerin, kaynaştırma ortamlarında öğrenim gören işitme engelli öğrencilere göre etik ve sosyal kurallarla ilgili otorite yokluğu, kural yokluğu, genelleme ve ceza alt boyut puanlarının daha yüksek olduğunu, Etik ve sosyal kural bilgisinin cinsiyete göre karşılaştırıldığında, puanlar arasında kız öğrencilerin lehine anlamlıfarklılıklar olduğu, Sınıf düzeylerine göre karşılaştırıldığında ise, özel eğitim okulunda öğrenim gören işitme engelli öğrencilerin lehine kaynaştırma ortamlarında öğrenim gören işitme engelli çocukların etik ve sosyal kural bilgisi puanlarında anlamlıfarklılıklar olduğu ortaya çıkmıştır. Bulgular alanyazın ışığında tartışılmıştır.

References

  • Akçamete, G. (2005). ‘İşitme Yetersizliği Olan Çocuklar’, A. Ataman (Editör) (2005). Özel Gereksinimli Çocuklar ve Özel Eğitime Giriş, Ankara: Gündüz Eğitim ve Yayıncılık.
  • Allen, K. E. (1992). The Exceptional Child: Mainstreaming in Early Childhood Education, New York: Delmar Publishers Inc.
  • Antia, S. D. (1985). ‘Social integration of hearing impaired children: fact or fiction?’ The Volta Review, 87, 279-289.
  • Antia, S.D.; Reed, S.; Kreimeyer, K.H. (2005). ‘Written Language of Deaf and Hard-of-Hearing Students in Public Schools’, Journal of Deaf Studies and Deaf Education, 10: 3, Summer, 244-255.
  • Ary, D.; Jacobs, L C.; Razaiveh, A. (1989). Introduction to Research in Education (2nd Edition), USA, Holt, Rinehart and Winston, Inc.
  • Avcı, N. (1998). ‘Entegrasyon ve Entegre Sınıf Öğretmeni’, Destek, 1 (1), 20-24, Haziran, 1998.
  • Avcıoğlu, H. (2001). İşitme Engelli Çocuklara Sosyal Becerilerin Öğretilmesinde İşbirlikçi Öğrenme Yaklaşımı ile Sunulan Öğretim Programının Etkililiğinin İncelenmesi (Yayımlanmamış Doktora Tezi), Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Özel Eğitim Anabilim Dalı.
  • Barbara, L. S.; Luckner, J. (1991). Effectively Educating Students with Hearing Impairments, London: Longman.
  • Batu, S.; Kırcaali-İftar, G. (2006). Kaynaştırma, Ankara: Kök Yayıncılık.
  • Bolton, B. (1986). Psychology of Deafness, London: University Park Press.
  • Bond, D.E. (1988). ‘Hearing loss, language, a cognition, personality and social development’ in M. Strong, (Editor). Language Learning and Deafness: Cambridge: Press Syndicate of the University of Cambridge
  • Booth, T. (1987). Integrating Special Education, Oxford: Basil Blackwell Ltd.
  • Brice, P.J. (1985). The Effects Role Taking Training on Social reasoning and Social Behavior in Hearing Impaired Children, Paper Presented at the International Congress on Education of the Deaf, London: Institute of Education.
  • Brooks, N. (1991). ‘Hearing Impairment: Its Nature and Needs’, in Froehlinger, J. U. (Ed.) Today’s Hearing Impaired Child: into the Mainstream of Education A Practical Guide for Preschool and Elementary Teacher, Parents and Administrators, Washington, D.C: Alexander Graham Bell Association for the Deaf
  • Cappelli, M.; Daniels, T.; Durieux-Smith, A.; McGrath, P. J.; Neuss, D. (1995). ‘Social Developments of Children with Hearing Impairments who are Integrated into General Education Classrooms’, The Volta Review, Vol. 97, 197-208, Summer 1995.
  • Clark, P.; Fullwood, L. (1994). ‘Social Skills Activities to use with Hearing Impaired Children’ Journal of British Association of the Deaf, (18), 3, 86-94.
  • Davis, J. M.; Elfenbein, J.; Schum, R.; Bentler, R. A. (1986). ‘Effects of mild and moderate hearing impairments on language, educational and psychosocial behaviour of children’, Journal of Speech and Hearing Disorders, 51, 53-62.
  • Denton, D.M. (1997). ‘The Total Communication Revolution’, in J. Kyle (Editor). Sign and School, UK: Multilingual Matters Ltd.
  • Foster, S.; Long, G.; Snell, K. (1999). ‘Inclusive Education and Learning for Deaf Students in Postsecondary Education’, Journal of Deaf Studies and Deaf Education, 4: 3 Summer, 225-235.
  • Froehlinger, V. J. (1991). Today’s Hearing Impaired Child: Into the Mainstream of Education: A Practical Guide for Teachers, Parents & Administrators, Washington D.C.: Alexander Graham Bell Association for the Deaf.
  • Fullwood, M. L. R. (1993). A study of Development of a Social Skills Training Programme for Deaf Children in a Residential Schools, England: University of Swansea.
  • Gall, M. D.; Gall, J. P.; Borg, W. R. (2003). Educational Research: An Introduction (Seventh Edition) Boston: A8Z Publications.
  • Gargiulo, R. M. (1995). Working with Parents of Exceptional Children: A Guide for Professionals, USA: Houghton Mifflin Company.
  • Gregory, S. Deafness in A. Lewis; B. Norwich (2006). Special Teaching for Special Children? Pedagogies for inclusion, Berkshire (England): Open University Press.
  • Güvenç, B. (1974). İnsan ve Kültür, İstanbul: Remzi Kitabevi.
  • Güzel-Özmen, R. (2005). ‘Kaynaştırma Ortamlarında Öğretimsel Düzenlemeler’ A. Ataman (Editör) (2005). Özel Gereksinimli Çocuklar ve Özel Eğitime Giriş, Ankara: Gündüz Eğitim ve Yayıncılık, 71-103.
  • Harrison, D.R. (1993). ‘Promoting the Educational and Personal Development of Deaf Children in an Integrated Setting’, Journal of British Association of Teachers of the Deaf, 817, 2, 29-35.
  • Hofstede, G. (2001). Cultures and Organizations, London: McGraw-Hill Book Company.
  • Howarth, S.B. (1997). Effective Integration: Physically Handicapped Children in Primary Schools, Berkshire- England: NFER-NELSON
  • Hung, H. L. (2006). ‘Inclusion of Students who are Deaf Hard of Hearing: Secondary School Hearing Students’ Perspectives’, Deafness and Education International, 8 (2), 62-74.
  • Iantaffi, A. (2003). ‘Deaf pupils’ views of inclusion in mainstream schools’ Deafness and Education International, 5 (3), 144-156.
  • Kluwin, N.T.; Stinson, S.M.; Colorassi, M.G. (2002). ‘Social Processes and Outcomes of In school Contact Between Deaf and Hearing Peers’, Journal of Deaf Studies and Deaf Education, 7:3 Summer, 200-213
  • Kreimeyer, K.; Antia, S. (1988). ‘The Development and Generalization of Social Interaction Skills in Preschool Hearing Impaired Children’, The Volta Review, 90, 4, 219-231.
  • Lederberg, A. R.; Rosenblatt, V.; Vandell D. L., Chapin, S. L. (1987). ‘Temporary and long term friendships in hearing and deaf preschoolers’, Merrill-Palmer Quarterly, 33 (4), 515-533.
  • Luetke-Stahlman, B.; Luckner, J. (2000). Effectively Educating Students with Hearing Impairments, London: Longman.
  • Lynas, W. (1990). Integrating the Handicapped into Ordinary Schools: A Study of Hearing –Impaired Pupils, Kent: Croom Helm Ltd.
  • McCracken, W.; Sutherland, H. (1991). Deaf-Ability Not Disability: A Guide for Parents of Hearing Impaired Children. UK: Multilingual Matters Ltd.
  • Miller, R. (1996). The Developmentally Appropriate Inclusive Classroom in Early Education, New York: Delmar Publishers.
  • Montgomery, D. (1993). Special Needs in Ordinary Schools: Children with Learning Difficulties, London: Cassell.
  • Moores, D. F. (1997). Educating the Deaf: Psychology, Principles and Practices, USA: Houghton Mifflin Company.
  • Most, T. (2004). ‘The effects of degree and type of hearing loss on children’s performance in class’, Deafness and Education International, 6(3), 154-166.
  • Nunes, T.; Pretzlik, U. (2001). ‘Deaf children’s social relationships in mainstream schools’, Deafness and Education International, 3 (3), 123-136.
  • O’Neill, F. (1994). ‘The Social and Emotional Adjustment of Profoundly Deaf Irish Boys and in Special Schools’, Journal of British Association of Teachers of the Deaf, (18): 1. 4-17.
  • Önalan-Akfırat, F. (2004). ‘Yaratıcı Dramanın İşitme Engellilerin Sosyal Becerilerinin Gelişimine Etkisi’, (Yayımlanmamış Doktora Tezi), Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Özel Eğitim Anabilim Dalı.
  • Poyraz-Tüy, S. (1999). ‘3-6 Yaşındaki Işitme Engelli ve Işiten Çocukların Sosyal Beceri ve Problem Davranışlar Yönünden Karşaılaştırılmaları (Yayımlanmamış Yüksek Lisans Tezi), Ankara: Ankara Üniversitesi.
  • Robinson, O.; Thomas, G. (1988). Tackling Learning Difficulties,: A Whole School Approach, London: Hodder and Stoughton.
  • Sarı, H. (1993). ‘Social and Emotional Development of Deaf Adolescents in Turkey’ (Unpublished Master Thesis), England: Warwick University, Education Faculty, Special Education Department .
  • Seçer, Z.; Sarı, H. (2006).‘Okulöncesi Eğitim Kurumuna Devam Eden ve Etmeyen Çocukların Ahlaki ve Sosyal Kural Bilgilerinin Çeşitli Değişkenler Açısından Karşılaştırmalı Olarak Analizi’ Milli Eğitim Sosyal Bilimler Dergisi, Sayı 172; 126-142
  • Smetana, J. G. (1981). “Preschool children's conceptions of moral and social rules”, Child Development, Vol: 52, 1333-1336.
  • Sucuoğlu, B.; Kargın, T. (2006). İlköğretimde Kaynaştırma Uygulamaları (Yaklaşımlar, Yöntemler, Teknikler), İstanbul: Morpa Kültür Yayınları.
  • Tüfekçioğlu, Ü. (1992). Kaynaştırmadaki İşitme Engelli Çocuklar, Eskişehir: Anadolu Universitesi Yayını, No: 24.
  • Wade, B.; Moore, M. (1992). Patterns of Educational Integration: International Perspectives, on Mainstreaming Children with Special Educational Needs, Oxfordshire: Triangle.

A Comparative Evaluation of Moral and Social Rule Knowledge of Hearing Impaired Children who are Educated in Different Settings

Year 2009, Issue: 21, 391 - 406, 01.02.2009

Abstract

Introduction Children with hearing impairments have some difficulties on learning social and moral rules because of lack of hearing competencies Luetke- Stahlman and Luckner, 2000 . Akçamete 2005 emphasized that the process in learning of social skills for hearing impaired children is dependent upon their communication skills which can be learnt by hearing and hearing impaired students in the same way due to the fact that they follow same basic principles. If hearing impaired children’s language development does not improve at the expected level when they even grow old they may have many difficulties to communicate with the same age hearing peers. In addition, language development is important factor to have friendships amongst older hearing impaired students. Social rule knowledge is also important role for the hearing impaired to be able to learn behaviour patterns. Poyraz-Tüy 1999 reported that hearing impaired students who are enrolled in special schools had more inner intentional problems such as social withdrawn, anxiety, depressive reflections and psychosomatic problems than hearing impaired students have who are enrolled in inclusive schools. However, when their practice skills on doing social rules are improved their behaviour problems can be decreased. In other words, when hearing impaired students’ knowledge on social and moral rules increase the level of problem behaviours may be reduced in the same level. In Turkey, there are some researches about hearing impaired students which are related to the effects of different approaches or teaching methods to teach social skills to them Avcioğlu, 2001 and Onalan-Akfirat, 2004 or related to elucidating their problem behaviors Poyraz-Tüy, 1999 . However, there is not research regarding social and moral rules knowledge the students with hearing impairments have. Therefore, this research examines whether social and moral rules knowledge of hearing impaired students differ according to their education settings, mainstream and special schools, in terms of some different variables such as school types, gender and their grades

References

  • Akçamete, G. (2005). ‘İşitme Yetersizliği Olan Çocuklar’, A. Ataman (Editör) (2005). Özel Gereksinimli Çocuklar ve Özel Eğitime Giriş, Ankara: Gündüz Eğitim ve Yayıncılık.
  • Allen, K. E. (1992). The Exceptional Child: Mainstreaming in Early Childhood Education, New York: Delmar Publishers Inc.
  • Antia, S. D. (1985). ‘Social integration of hearing impaired children: fact or fiction?’ The Volta Review, 87, 279-289.
  • Antia, S.D.; Reed, S.; Kreimeyer, K.H. (2005). ‘Written Language of Deaf and Hard-of-Hearing Students in Public Schools’, Journal of Deaf Studies and Deaf Education, 10: 3, Summer, 244-255.
  • Ary, D.; Jacobs, L C.; Razaiveh, A. (1989). Introduction to Research in Education (2nd Edition), USA, Holt, Rinehart and Winston, Inc.
  • Avcı, N. (1998). ‘Entegrasyon ve Entegre Sınıf Öğretmeni’, Destek, 1 (1), 20-24, Haziran, 1998.
  • Avcıoğlu, H. (2001). İşitme Engelli Çocuklara Sosyal Becerilerin Öğretilmesinde İşbirlikçi Öğrenme Yaklaşımı ile Sunulan Öğretim Programının Etkililiğinin İncelenmesi (Yayımlanmamış Doktora Tezi), Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Özel Eğitim Anabilim Dalı.
  • Barbara, L. S.; Luckner, J. (1991). Effectively Educating Students with Hearing Impairments, London: Longman.
  • Batu, S.; Kırcaali-İftar, G. (2006). Kaynaştırma, Ankara: Kök Yayıncılık.
  • Bolton, B. (1986). Psychology of Deafness, London: University Park Press.
  • Bond, D.E. (1988). ‘Hearing loss, language, a cognition, personality and social development’ in M. Strong, (Editor). Language Learning and Deafness: Cambridge: Press Syndicate of the University of Cambridge
  • Booth, T. (1987). Integrating Special Education, Oxford: Basil Blackwell Ltd.
  • Brice, P.J. (1985). The Effects Role Taking Training on Social reasoning and Social Behavior in Hearing Impaired Children, Paper Presented at the International Congress on Education of the Deaf, London: Institute of Education.
  • Brooks, N. (1991). ‘Hearing Impairment: Its Nature and Needs’, in Froehlinger, J. U. (Ed.) Today’s Hearing Impaired Child: into the Mainstream of Education A Practical Guide for Preschool and Elementary Teacher, Parents and Administrators, Washington, D.C: Alexander Graham Bell Association for the Deaf
  • Cappelli, M.; Daniels, T.; Durieux-Smith, A.; McGrath, P. J.; Neuss, D. (1995). ‘Social Developments of Children with Hearing Impairments who are Integrated into General Education Classrooms’, The Volta Review, Vol. 97, 197-208, Summer 1995.
  • Clark, P.; Fullwood, L. (1994). ‘Social Skills Activities to use with Hearing Impaired Children’ Journal of British Association of the Deaf, (18), 3, 86-94.
  • Davis, J. M.; Elfenbein, J.; Schum, R.; Bentler, R. A. (1986). ‘Effects of mild and moderate hearing impairments on language, educational and psychosocial behaviour of children’, Journal of Speech and Hearing Disorders, 51, 53-62.
  • Denton, D.M. (1997). ‘The Total Communication Revolution’, in J. Kyle (Editor). Sign and School, UK: Multilingual Matters Ltd.
  • Foster, S.; Long, G.; Snell, K. (1999). ‘Inclusive Education and Learning for Deaf Students in Postsecondary Education’, Journal of Deaf Studies and Deaf Education, 4: 3 Summer, 225-235.
  • Froehlinger, V. J. (1991). Today’s Hearing Impaired Child: Into the Mainstream of Education: A Practical Guide for Teachers, Parents & Administrators, Washington D.C.: Alexander Graham Bell Association for the Deaf.
  • Fullwood, M. L. R. (1993). A study of Development of a Social Skills Training Programme for Deaf Children in a Residential Schools, England: University of Swansea.
  • Gall, M. D.; Gall, J. P.; Borg, W. R. (2003). Educational Research: An Introduction (Seventh Edition) Boston: A8Z Publications.
  • Gargiulo, R. M. (1995). Working with Parents of Exceptional Children: A Guide for Professionals, USA: Houghton Mifflin Company.
  • Gregory, S. Deafness in A. Lewis; B. Norwich (2006). Special Teaching for Special Children? Pedagogies for inclusion, Berkshire (England): Open University Press.
  • Güvenç, B. (1974). İnsan ve Kültür, İstanbul: Remzi Kitabevi.
  • Güzel-Özmen, R. (2005). ‘Kaynaştırma Ortamlarında Öğretimsel Düzenlemeler’ A. Ataman (Editör) (2005). Özel Gereksinimli Çocuklar ve Özel Eğitime Giriş, Ankara: Gündüz Eğitim ve Yayıncılık, 71-103.
  • Harrison, D.R. (1993). ‘Promoting the Educational and Personal Development of Deaf Children in an Integrated Setting’, Journal of British Association of Teachers of the Deaf, 817, 2, 29-35.
  • Hofstede, G. (2001). Cultures and Organizations, London: McGraw-Hill Book Company.
  • Howarth, S.B. (1997). Effective Integration: Physically Handicapped Children in Primary Schools, Berkshire- England: NFER-NELSON
  • Hung, H. L. (2006). ‘Inclusion of Students who are Deaf Hard of Hearing: Secondary School Hearing Students’ Perspectives’, Deafness and Education International, 8 (2), 62-74.
  • Iantaffi, A. (2003). ‘Deaf pupils’ views of inclusion in mainstream schools’ Deafness and Education International, 5 (3), 144-156.
  • Kluwin, N.T.; Stinson, S.M.; Colorassi, M.G. (2002). ‘Social Processes and Outcomes of In school Contact Between Deaf and Hearing Peers’, Journal of Deaf Studies and Deaf Education, 7:3 Summer, 200-213
  • Kreimeyer, K.; Antia, S. (1988). ‘The Development and Generalization of Social Interaction Skills in Preschool Hearing Impaired Children’, The Volta Review, 90, 4, 219-231.
  • Lederberg, A. R.; Rosenblatt, V.; Vandell D. L., Chapin, S. L. (1987). ‘Temporary and long term friendships in hearing and deaf preschoolers’, Merrill-Palmer Quarterly, 33 (4), 515-533.
  • Luetke-Stahlman, B.; Luckner, J. (2000). Effectively Educating Students with Hearing Impairments, London: Longman.
  • Lynas, W. (1990). Integrating the Handicapped into Ordinary Schools: A Study of Hearing –Impaired Pupils, Kent: Croom Helm Ltd.
  • McCracken, W.; Sutherland, H. (1991). Deaf-Ability Not Disability: A Guide for Parents of Hearing Impaired Children. UK: Multilingual Matters Ltd.
  • Miller, R. (1996). The Developmentally Appropriate Inclusive Classroom in Early Education, New York: Delmar Publishers.
  • Montgomery, D. (1993). Special Needs in Ordinary Schools: Children with Learning Difficulties, London: Cassell.
  • Moores, D. F. (1997). Educating the Deaf: Psychology, Principles and Practices, USA: Houghton Mifflin Company.
  • Most, T. (2004). ‘The effects of degree and type of hearing loss on children’s performance in class’, Deafness and Education International, 6(3), 154-166.
  • Nunes, T.; Pretzlik, U. (2001). ‘Deaf children’s social relationships in mainstream schools’, Deafness and Education International, 3 (3), 123-136.
  • O’Neill, F. (1994). ‘The Social and Emotional Adjustment of Profoundly Deaf Irish Boys and in Special Schools’, Journal of British Association of Teachers of the Deaf, (18): 1. 4-17.
  • Önalan-Akfırat, F. (2004). ‘Yaratıcı Dramanın İşitme Engellilerin Sosyal Becerilerinin Gelişimine Etkisi’, (Yayımlanmamış Doktora Tezi), Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Özel Eğitim Anabilim Dalı.
  • Poyraz-Tüy, S. (1999). ‘3-6 Yaşındaki Işitme Engelli ve Işiten Çocukların Sosyal Beceri ve Problem Davranışlar Yönünden Karşaılaştırılmaları (Yayımlanmamış Yüksek Lisans Tezi), Ankara: Ankara Üniversitesi.
  • Robinson, O.; Thomas, G. (1988). Tackling Learning Difficulties,: A Whole School Approach, London: Hodder and Stoughton.
  • Sarı, H. (1993). ‘Social and Emotional Development of Deaf Adolescents in Turkey’ (Unpublished Master Thesis), England: Warwick University, Education Faculty, Special Education Department .
  • Seçer, Z.; Sarı, H. (2006).‘Okulöncesi Eğitim Kurumuna Devam Eden ve Etmeyen Çocukların Ahlaki ve Sosyal Kural Bilgilerinin Çeşitli Değişkenler Açısından Karşılaştırmalı Olarak Analizi’ Milli Eğitim Sosyal Bilimler Dergisi, Sayı 172; 126-142
  • Smetana, J. G. (1981). “Preschool children's conceptions of moral and social rules”, Child Development, Vol: 52, 1333-1336.
  • Sucuoğlu, B.; Kargın, T. (2006). İlköğretimde Kaynaştırma Uygulamaları (Yaklaşımlar, Yöntemler, Teknikler), İstanbul: Morpa Kültür Yayınları.
  • Tüfekçioğlu, Ü. (1992). Kaynaştırmadaki İşitme Engelli Çocuklar, Eskişehir: Anadolu Universitesi Yayını, No: 24.
  • Wade, B.; Moore, M. (1992). Patterns of Educational Integration: International Perspectives, on Mainstreaming Children with Special Educational Needs, Oxfordshire: Triangle.
There are 52 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Hakan SARI This is me

Publication Date February 1, 2009
Published in Issue Year 2009 Issue: 21

Cite

APA SARI, H. (2009). Farklı Ortamlarda Öğrenim Gören İşitme Engelli Öğrencilerin Sosyal ve Etik Kurallarla İlgili Bilgilerinin Karşılaştırmalı Olarak Değerlendirilmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(21), 391-406.

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