ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM

Tahsin Fırat; Ahmet Bildiren

doi:10.24315/tred.917755

ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM

Abstract

Öğrenme güçlüğü olan öğrencilerin erken ve doğru tanılanması ile ilgili problemler güncelliğini korumaktadır. Son 50 yıllık deneyimler öğrenme güçlüğü olan öğrencilerin tanılanmasında farklı bakış açılarının oluşmasına neden olmuştur. Bu süreç boyunca yaygın olarak IQ-Başarı Tutarsızlığı, Müdahaleye Yanıt ve Güçlü ve Zayıf Yönler Örüntüsü Modellerinin öğrenme güçlüğü olan öğrencileri tanılamada kullanıldığı görülmektedir. Kullanılan her bir modelin öğrenme güçlüğü olan öğrencileri tanılamada belirli avantajlarının ve dezavantajlarının olduğunu söylemek mümkündür. Bu modellerin özelliklerinin, avantajlarının ve dezavantajlarının ayrıntılı bir şekilde ortaya konulması öğrenme güçlüğü olan öğrencilerin doğru tanılanmasına katkı sağlayacaktır. Türkiye’nin öğrenme güçlüğü olan öğrencilerin tanılanmasındaki problemlerin üstesinden gelebilmesi için uluslararası alanyazında yer alan deneyimlerden faydalanması gerekmektedir. Bu doğrultuda öğrenme güçlüğü olan öğrencilerin tanılanmasında Hibrit olarak ifade edilen karma modeller önerilmektedir.

Keywords

References

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Details

Primary Language

Turkish

Subjects

Studies on Education

Journal Section

Review

Authors

Tahsin Fırat ^*
0000-0002-3577-7907
Türkiye

Ahmet Bildiren
0000-0003-3021-4299
Türkiye

Publication Date

May 30, 2022

Submission Date

April 16, 2021

Acceptance Date

June 6, 2021

Published in Issue

Year 2022 Volume: 12 Number: 2

DOI

https://doi.org/10.24315/tred.917755

IZ

https://izlik.org/JA25SA48NY

Cite

RIS / Bibtex

APA

Fırat, T., & Bildiren, A. (2022). ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM. Trakya Eğitim Dergisi, 12(2), 663-674. https://doi.org/10.24315/tred.917755

AMA

1.Fırat T, Bildiren A. ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM. Trakya Eğitim Dergisi. 2022;12(2):663-674. doi:10.24315/tred.917755

Chicago

Fırat, Tahsin, and Ahmet Bildiren. 2022. “ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM”. Trakya Eğitim Dergisi 12 (2): 663-74. https://doi.org/10.24315/tred.917755.

EndNote

Fırat T, Bildiren A (May 1, 2022) ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM. Trakya Eğitim Dergisi 12 2 663–674.

IEEE

[1]T. Fırat and A. Bildiren, “ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM”, Trakya Eğitim Dergisi, vol. 12, no. 2, pp. 663–674, May 2022, doi: 10.24315/tred.917755.

ISNAD

Fırat, Tahsin - Bildiren, Ahmet. “ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM”. Trakya Eğitim Dergisi 12/2 (May 1, 2022): 663-674. https://doi.org/10.24315/tred.917755.

JAMA

1.Fırat T, Bildiren A. ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM. Trakya Eğitim Dergisi. 2022;12:663–674.

MLA

Fırat, Tahsin, and Ahmet Bildiren. “ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM”. Trakya Eğitim Dergisi, vol. 12, no. 2, May 2022, pp. 663-74, doi:10.24315/tred.917755.

Vancouver

1.Tahsin Fırat, Ahmet Bildiren. ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM. Trakya Eğitim Dergisi. 2022 May 1;12(2):663-74. doi:10.24315/tred.917755

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https://doi.org/10.17679/inuefd.1449623