İŞİTME ENGELLİ BİR ÖĞRENCİ İLE GERÇEKLEŞTİRİLEN BİRE BİR SÖYLEŞİLERDE ÖĞRETMEN YETERLİLİKLERİNİN İNCELENMESİ

Yıl 2012, Cilt: 10 Sayı: 3, 507 - 539, 01.09.2012

Hasan Gürgür Ümit Girgin Yıldız Uzuner

Öz

İşitme kayıplarından dolayı işitme engellilerin işitsel-sözel yaklaşıma dayalı yapılan eğitimlerinde
odakta dil ve iletişim becerilerini geliştirmek yer almaktadır. Dil ve iletişim becerilerinin bire bir söyleşi
ortamlarında etkili olarak geliştirilebileceği, ancak öğretmen yeterliliğinin de önemli olduğu
belirtilmektedir. Makalenin amacı, işitme engelli bir öğrenci ile gerçekleştirilen bire bir söyleşilerde
öğretmen yeterliliklerinin incelenmesidir. Süreç eylem araştırması olarak desenlenmiş ve söyleşi planları,
video kayıtları ve araştırmacı günlüğü veri kaynaklarından yararlanılmıştır. Katılımcılar Anadolu
Üniversitesi, İşitme Engellilerin Eğitimi Ana Bilim Dalı’nda görevli araştırmacı, aynı Ana Bilim dalında
görevli iki öğretim üyesi ve bir işitme engelli öğrencidir. Araştırma İşitme Engelli Çocuklar Eğitim
Araştırma ve Uygulama Merkezi’nde (İÇEM) yürütülmüştür. Araştırmanın sonunda öğretmenin, bire bir
söyleşileri gerçekleştirme bağlamında planlama, öğrenciye düşüncelerini ifade etmesi için süre vermede,
soru çeşitlerinde, kelimelerin yazılı formlarını göstermede gelişmesi söz konusu olmuştur.

Anahtar Kelimeler

Dil ve iletişim becerileri, işitme engelli öğrenciler, işitsel-sözel yaklaşım, bire bir söyleşi, öğretmen yeterlilikleri

THE EXAMINATION OF TEACHER COMPETENCIES IN ONE-TO-ONE CONVERSATIONS WITH A HEARING - IMPAIRED STUDENT

Öz

The focus point of the education based on auditory-oral approach for hearing-impaired students is to
develop their language and communication skills because of the hearing loss they have. It is noted that
their language and communication skills can be effectively developed in one-to-one conversations;
however the competency of the teacher also plays an important role. The objective of the article is the
examination of teacher competencies in one-to-one conversations with hearing-impaired students. The
process was organized as action research; conversation plans, video recordings and researcher notes
were used for the research. Participants were composed of a researcher and two lecturers from Anadolu
University Education of Hearing-impaired Department and a student with hearing loss. The research was
held in The Education, Research and Application Center for Hearing-impaired Children (ICEM). In the
research, the teacher planned the one-to-one conversations, gave the student enough time to express
his/her opinions and thoughts, and as the result of the research the student showed improvement in
associating and relating the question types and also in showing the written forms of the words.

Anahtar Kelimeler

Language and communication skills, auditory-oral approach, students with hearing loss, one to one conversation, teacher competencies

Kaynakça

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