Görme Yetersizliği Olan Lise Öğrencilerinin Genişletilmiş Çekirdek Müfredat Becerileri ile İlgili Öz Yeterlilik Düzeyleri

Year 2023, Volume: 5 Issue: 1, 29 - 39, 25.05.2023

Kübra Akbayrak , Mert Bilgin , Mehmet Akif Cihan

https://doi.org/10.37233/TRSPED.2023.0136

Cited By: 1

Abstract

Bu araştırmanın amacı görme yetersizliği olan lise öğrencilerinin Genişletilmiş Çekirdek Müfredat (GÇM) alanlarındaki öz yeterlilik düzeylerini belirlemektir. Görme yetersizliği olan lise öğrencilerinin GÇM’nin dokuz beceri alanında öz yeterliklerini nasıl algıladıklarını incelemek için ABD’nin Iowa Eyaleti Eğitim Bakanlığı tarafından geliştirilen GÇM tarama aracı 5’li Likert ölçeğine uyarlanmıştır (1=hiç katılmıyorum, …, 5= tamamen katılıyorum). Türkiye genelinde görme yetersizliği olan 118 lise öğrencisi (15 ile 19 yaş arası) çalışmaya katılmıştır. Çalışmanın verileri nicel veri çözümleme tekniklerinden betimleyici analiz ve parametrik olmayan yöntemlerle analiz edilmiştir. Betimsel istatistik katılımcıların GÇM’nin dokuz beceri alanında kendi yeterliliklerini nasıl algıladıklarını belirlemek için kullanılırken, bağımsız gruplar içindeki öz yeterlilik düzeylerinin sıra ortalamaları arasındaki farkları karşılaştırmak için Mann-Whitney U testi kullanılmıştır. Katılımcıların cinsiyetleri, sınıf düzeyleri ve sosyo-ekonomik düzeyleri ile GÇM’nin üç alanındaki öz yeterlilik düzeyleri (bağımsız yaşam, kariyer eğitimi, bağımsız hareket ve boş zaman etkinlikleri) arasında anlamlı farklılık bulunmuştur (p < .05). Çalışmanın bulguları bazı demografik özelliklerin görme yetersizliği olan öğrencilerin GÇM alanındaki öz yeterliliğini etkileyebileceğini ortaya çıkarmıştır. Türkiye’de görme yetersizliği olan öğrencilerin GÇM becerileri ile ilgili alanda yapılan ilk çalışmalardan biri olan bu araştırmada kullanılan tarama aracını öğretmenler/eğitimciler görme yetersizliği olan öğrencilerin GÇM ile ilgili yeterliliklerini belirlerken kullanabilirler.

Keywords

Genişletilmiş Çekirdek Müfredat, öz yeterlilik, görme yetersizliği

Perceived Self-Competence of Youths with Visual Impairment in the Expanded Core Curriculum Skills

Abstract

The purpose of this study was to evaluate the perceived self-competence of youths with visual impairment in Turkey in the Expanded Core Curriculum (ECC) areas. To examine how youths with visual impairment perceive their self-competence within the nine ECC areas, an ECC screening tool developed by the Iowa Department of Education was adapted into a five-point Likert-type scale (ranging from 1 = strongly disagree to 5 = strongly agree). Participants were 118 high school students with visual impairment across Turkey. Statistical analysis procedures included descriptive and nonparametric methods. The descriptive statistics were used to determine how participants perceive their competences in the nine ECC areas. The Mann-Whitney U test was used to compare the differences between the mean ranks of self-competence levels within the independent groups. Gender, grade level, and socio-economic level were the variables that evidenced significant differences (p < .05) among the participants’ self-competence levels in the ECC areas of independent living, career education, orientation and mobility (O&M), recreational and leisure skills. The findings demonstrated that some demographic variables may be considered as possible factors contributing to perceived self-competence of youths with visual impairment. As one of the earliest studies relating to ECC skills of youth with vision impairment in Turkey, practitioners may find value in the construct of Likert-type scale to measure the perceived self-competence of youths with visual impairment in the ECC areas.

Keywords

expanded core curriculum, self-competence, visual impairment

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