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Examining Effectiveness of The Keyboard Training Program for the Visually Impaired

Year 2020, Volume: 4 Issue: 1, 62 - 88, 26.04.2020
https://doi.org/10.32960/uead.696489

Abstract

Information-based technologies bring many alternatives for visually impaired individuals to access the curriculum. For the visually impaired, typing with the standard keyboard can be accessible, easy to learn and inexpensive. Turkish Active Keyboard Teaching Program is a computer program that aims to help students with visual impairments learn to how to write with a keyboard. In order to examine the effectiveness of the Turkish Active Keyboard Teacher Program, a “case study” was used and the research was carried out with an illiterate student. It was observed that the visually impaired student was able to write the voiced texts via the keyboard as a result of the training carried out during the 53-minute sessions held under computer guidance. Social validity data collected from students, parents, and teachers indicate that the study yields positive results..

References

  • Akyol, H. (2017). Türkçe ilk okuma yazma öğretimi. Ankara: Pegem. Angelocci, R. M., & Connors, B. G. (2002). Assessing writing software tools for people with vision impairment, learning disability, and/or low literacy. Avhad, A., Jadhav, R., Arbune, A., & Khainar, K. (2016). E-braille - a self learning braille. International Journal of Infinite Innovations in Technology, 4(3). Bayat, S., & Çelenk, S. (2015). İlköğretim birinci sınıf öğrencilerinin okuma yazma becerileri başarı düzeylerinin belirlenmesi. İlköğretim Online, 14(1). Berninger, V. W., Abbott, R. D., Augsburger, A., & Garcia, N. (2009). Comparison of pen and keyboard transcription modes in children with and without learning disabilities. Learning Disability Quarterly, 32(3), 123-141. doi:10.2307/27740364 Bouck, E. C., & Meyer, N. K. (2012). Etext, mathematics, and students with visual impairments: What teachers need to know. Teaching Exceptional Children, 45(2), 42-49. Britten, R. M. (1988). The effects of instruction on keyboarding skills in grade 2. Educational Technology, 28(4), 34-37. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2010). Scientific research methods. Ankara: Pegem Akademi, 206-207. Cahill, S. M. (2009). Where does handwriting fit in? Strategies to support academic achievement. Intervention in school and clinic, 44(4), 223-228. Chwirka, Gurney, & Burtner. (2012). Keyboarding and visual-motor skills in elementary students: A pilot study. Occupational Therapy in Health Care, 16(2). Clark. (2014). The importance of braille in the 21st century. Journal of South Pacific Educators in Vision Impairment, 7(1), 24-30. Connelly, V., Gee, D., & Walsh, E. (2007). A comparison of keyboarded and handwritten compositions and the relationship with transcription speed. British Journal of Educational Psychology, 77(2), 479-492. doi:10.1348/000709906X116768 Cowles, M., Hedley, M., & Robinson, M. (1983). An analysis of. Young Children Learning Keyboarding Skills. Bethesda, MD. Doğanay-Bilgi, A., & Güzel-Özmen, R. (2013). Okuma öğretimi. H. İ. Diken (Ed.), İlköğretimde kaynaştırma. Ankara: Pegem Akademi. Duarte-Barón, K., Pabón, J. X., Claros, R., & Gil, J. J. (2016). Design and construction of a device for facilitating the learning of braille literacy system. Ingeniería y competitividad, 18, 79-92. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-30332016000100008&nrm=iso Durukan, E., & Alver, M. (2008). Ses temelli cümle yönteminin öğretmen görüşlerine göre değerlendirilmesi. The Journal of International Social Research. Erickson, K. A., & Hatton, D. (2007). Literacy and visual impairment. Semin Speech Lang, 28(1), 58-68. doi:10.1055/s-2007-967930 Fitts, P., & Posner, M. (1995). Motor control: Theory and practical application. In: Baltimore: Williams & Wilkins. Freeman, A. R., Mackinnon, J. R., & Miller, L. T. (2009). Keyboarding for students with handwriting problems. Physical & Occupational Therapy In Pediatrics, 25(1-2), 119-147. doi:10.1080/J006v25n01_08 Giblin, S., Collins, D., & Button, C. (2014). Physical literacy: Importance, assessment and future directions. Sports Medicine, 44(9), 1177-1184. doi:10.1007/s40279-014-0205-7 Goodrich, G. L. (2003). Available and emerging technologies for people with visual impairment. Aging and The Sense, 27(1). Guerreiro, J., Gonçalves, D., Marques, D., Guerreiro, T., Nicolau, H., & Montague, K. (2013). The today and tomorrow of braille learning. Paper presented at the 15th International ACM SIGACCESS Conference on Computers and Accessibility. Hink, R. B., & Suarez, A. A. (2010). Basic human computer interface for the blind. Paper presented at the 8th Latin American and Caribbean conference for Engineering and Technology (LACCEI'2010), Arequipa, Peru. Hong. (2012). An alternative option to dedicated braille notetakers for people with visual impairments: Universal technology for better access. Journal of Visual Impairment & Blindness, 2016(10), 650-665. doi:Doi 10.1177/0145482x1210601009 Hoot, J. L. (1986). Keyboarding instruction in the early grades: Must or mistake? Childhood Education, 63(2), 95-101. doi:10.1080/00094056.1986.10521749 Iqbal, M. M., Balaji, L. P., Jayakar, M., Gokul, P., Kumar, R. K., & Jairam, R. (2014). Virtual simulation and embedded module of mobile phone using modified braille display. Paper presented at the Devices, Circuits and Systems (ICDCS), 2014 2nd International Conference on. Jayaprakash, M., Kanmani, K., Antony, P., & Anil, B. (2016). Braille writer cum translator with echo: A novel approach. N. R. Shetty, P. N. Hamsavath, & N. Nalini (Eds.), Emerging research in computing, information, communication and applications (pp. 103-116). İndia: Springer. Karasar, N. (2009). Bilimsel araştırma yöntemi: Kavramlar-ilkeler-teknikler: Nobel Yayın Dağitim. Khidri, S. A., Memon, S. H., & Jameel, A. (2014). Blind aid: A self-learning braille system for visually impaired. International Journal of Engineering Research and General Science, 2(4), 641-647. Koenig, A. J. (2000). Foundations of education: Instructional strategies for teaching children and youths with visual impairments (Vol. 2). America: American Foundation for the Blind. Küçüközyiğit, M. S., & Çakmak, S. (2018). 4. Sınıfa devam eden görme engelli öğrencilerin braille okuma seviyelerinin belirlenmesi. Paper presented at the X. Uluslararası Eğitim Araştırmaları Kongresi, Nevşehir. Luckner, J. L., Bruce, S. M., & Ferrell, K. A. (2016). A summary of the communication and literacy evidence-based practices for students who are deaf or hard of hearing, visually impaired, and deafblind. Communication Disorders Quarterly, 37(4), 225-241. doi:10.1177/1525740115597507 M.E.B. (2005). Türkçe dersi öğretim programı. Ankara: Milli Eğitim Bakanlığı M.E.B. (2015). Görme engellilere okuma yazma öğretim kılavuzu. In (pp. 342). Ankara: Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü. M.E.B. (2019). Türkçe dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: Milli Eğitim Bakanı Mannheimer, S., Ferati, M., Bolchini, D., & Palakal, M. (2009). Educational sound symbols for the visually impaired. Universal Access in Human-Computer Interaction. Addressing Diversity, 5614, 106-115. <Go to ISI>://WOS:000270884800012 Marom, H. W., & Weintraub, N. (2015). The effect of a touch-typing program on keyboarding skills of higher education students with and without learning disabilities. Research in developmental disabilities, 47, 208-217. Miles, H., & Huberman, A. M. (2014). Qualitative data analysis: A methods sourcebook (Vol. 3): Saldana. Nichols, L. M. (1995). A comparison of two methods for teaching keyboarding in the elementary school. Computers in the Schools, 2(4). Nicolau, H., Montague, K., Guerreiro, T., Rodrigues, A., & Hanson, V. L. (2017). Investigating laboratory and everyday typing performance of blind users. ACM Transactions on Accessible Computing (TACCESS), 10(1), 4. doi:Artn 410.1145/3046785 Özcan, A. F., Canbulat, A. N. K., Baycan, D., Erdoğan, Ö., Bayat, S., Obalar, S., Yıldız, S., Çelenk, s., & Erdoğan, T. (Eds.). (2013). İlkokuma yazma programı ve öğretimi. Ankara: Eğiten Kitap. Perc, M. (2014). The matthew effect in empirical data. Journal of The Royal Society Interface, 11(98), 20140378. doi:10.1098/rsif.2014.0378 Pisha, B. G. (1994). Rates of development of keyboarding skills in elementary school-aged children with and without identified learning disabilities. Preminger, F., Weiss, P. L. T., & Weintraub, N. (2004). Predicting occupational performance: Handwriting versus keyboarding. American Journal of Occupational Therapy, 58(2), 193-201. Rao, K. (2006). Usability and impact of braille and audio output technologies for students with visual impairments or blindness. https://tez.yok.gov.tr sayfasından erişilmiştir. Schmidt, R. A., Lee, T. D., Winstein, C., Wulf, G., & Zelaznik, H. N. (2018). Motor control and learning: A behavioral emphasis: Human kinetics. Smith, C. A. (1989). The effects of handwriting versus word processing on learning-disabled students' written composition. https://tez.yok.gov.tr sayfasından erişilmiştir. Stevenson, N. C., & Just, C. (2014). In early education, why teach handwriting before keyboarding? Early Childhood Education Journal, 42(1), 49-56. Subaşıoğlu, F. (2000). Engellilerin internet'e erişimi üzerine. Türk Kütüphaneciliği, 14(2), 188-204. Sugg, D. A. Word processor versus braille writing: A comparative study of essays written by blind students. ProQuest Dissertations and Theses. https://search.proquest.com/docview/303864913/abstract/embedded/3DZUVAP0C5WMMTBN?source=fedsrch Vener, A. R., & Glinert, E. P. (1988). Magnex: A text editor for the visually impaired. Paper presented at the 1988 ACM sixteenth annual conference on Computer science. Wagh, P., Prajapati, U., Shinde, M., Salunke, P., Chaskar, V., Telavane, S., & Yadav, V. (2016). E-braille-a self-learning braille device. Paper presented at the 22. National Conference on Communication (NCC). Washburn, K. M. M. (2016). No literacy left behind: Addressing information illiteracy in the information age. Carolina Western Carolina University. Weigelt Marom, H., & Weintraub, N. (2015). The effect of a touch-typing program on keyboarding skills of higher education students with and without learning disabilities. Res Dev Disabil, 47, 208-17. doi:10.1016/j.ridd.2015.09.014 Yaşar, Ş., & Aktay-Güvey, E. (2015). Okuma becerisi açısından cümle yöntemi ve ses temelli cümle yöntemi. Journal of Turkish Studies, 10(7). Yıldırım, A., & Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri: Seçkin Yayıncılık. Zwicker, J. G., & Harris, S. R. (2009). A reflection on motor learning theory in pediatric occupational therapy practice. Canadian Journal of Occupational Therapy, 76(1), 29-37.

Görme Engelliler için Klavye Öğretim Programının Etkililiğinin İncelenmesi

Year 2020, Volume: 4 Issue: 1, 62 - 88, 26.04.2020
https://doi.org/10.32960/uead.696489

Abstract

   Görme engelli bireylerin eğitimi ve bilgi edinimi için Braille yazı sisteminin tek başına yeterli olmadığı düşünülmektedir. Görme engelliler için fırsat eşitliğini sağlayacak tedbirlerin başında Bilişim tabanlı teknolojiler gelmektedir. Bilişim tabanlı teknolojileri görme engelli bireylerin müfredata erişimine yönelik birçok alternatifi de beraberinde getirmektedir. Görme engelliler için standart klavye ile yazı yazmak erişilebilir, kolay öğrenilen ve ucuz bir yöntem olabilir. Türkçe Etkin Klavye Öğretim Programı (TEKÖP) görme engelli öğrencilerin klavye ile yazma öğrenmelerini amaçlayan bir bilgisayar programdır. Türkçe Etkin Klavye Öğretmen Programı’ nın etkililiğini inceleme amacı doğrultusunda “örnek olay çalışması” kullanılmış ve araştırma okuma yazma bilmeyen bir görme engelli öğrenci ile gerçekleştirilmiştir. 53 oturum boyunca bilgisayar rehberliğinde gerçekleşttirilen 15 dakikalık oturumlar halince yapılan öğretimler sonucunda görme engelli öğrencinin seslendirilen metinleri klavye aracılığı ile yazabildiği gözlemlenmiştir. Öğrenci, öğrenci velisi ve öğretmeninden toplanan sosyal geçerlilik verileri çalışmanın olumlu sonuçlar verdiği yönündedir.

References

  • Akyol, H. (2017). Türkçe ilk okuma yazma öğretimi. Ankara: Pegem. Angelocci, R. M., & Connors, B. G. (2002). Assessing writing software tools for people with vision impairment, learning disability, and/or low literacy. Avhad, A., Jadhav, R., Arbune, A., & Khainar, K. (2016). E-braille - a self learning braille. International Journal of Infinite Innovations in Technology, 4(3). Bayat, S., & Çelenk, S. (2015). İlköğretim birinci sınıf öğrencilerinin okuma yazma becerileri başarı düzeylerinin belirlenmesi. İlköğretim Online, 14(1). Berninger, V. W., Abbott, R. D., Augsburger, A., & Garcia, N. (2009). Comparison of pen and keyboard transcription modes in children with and without learning disabilities. Learning Disability Quarterly, 32(3), 123-141. doi:10.2307/27740364 Bouck, E. C., & Meyer, N. K. (2012). Etext, mathematics, and students with visual impairments: What teachers need to know. Teaching Exceptional Children, 45(2), 42-49. Britten, R. M. (1988). The effects of instruction on keyboarding skills in grade 2. Educational Technology, 28(4), 34-37. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2010). Scientific research methods. Ankara: Pegem Akademi, 206-207. Cahill, S. M. (2009). Where does handwriting fit in? Strategies to support academic achievement. Intervention in school and clinic, 44(4), 223-228. Chwirka, Gurney, & Burtner. (2012). Keyboarding and visual-motor skills in elementary students: A pilot study. Occupational Therapy in Health Care, 16(2). Clark. (2014). The importance of braille in the 21st century. Journal of South Pacific Educators in Vision Impairment, 7(1), 24-30. Connelly, V., Gee, D., & Walsh, E. (2007). A comparison of keyboarded and handwritten compositions and the relationship with transcription speed. British Journal of Educational Psychology, 77(2), 479-492. doi:10.1348/000709906X116768 Cowles, M., Hedley, M., & Robinson, M. (1983). An analysis of. Young Children Learning Keyboarding Skills. Bethesda, MD. Doğanay-Bilgi, A., & Güzel-Özmen, R. (2013). Okuma öğretimi. H. İ. Diken (Ed.), İlköğretimde kaynaştırma. Ankara: Pegem Akademi. Duarte-Barón, K., Pabón, J. X., Claros, R., & Gil, J. J. (2016). Design and construction of a device for facilitating the learning of braille literacy system. Ingeniería y competitividad, 18, 79-92. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-30332016000100008&nrm=iso Durukan, E., & Alver, M. (2008). Ses temelli cümle yönteminin öğretmen görüşlerine göre değerlendirilmesi. The Journal of International Social Research. Erickson, K. A., & Hatton, D. (2007). Literacy and visual impairment. Semin Speech Lang, 28(1), 58-68. doi:10.1055/s-2007-967930 Fitts, P., & Posner, M. (1995). Motor control: Theory and practical application. In: Baltimore: Williams & Wilkins. Freeman, A. R., Mackinnon, J. R., & Miller, L. T. (2009). Keyboarding for students with handwriting problems. Physical & Occupational Therapy In Pediatrics, 25(1-2), 119-147. doi:10.1080/J006v25n01_08 Giblin, S., Collins, D., & Button, C. (2014). Physical literacy: Importance, assessment and future directions. Sports Medicine, 44(9), 1177-1184. doi:10.1007/s40279-014-0205-7 Goodrich, G. L. (2003). Available and emerging technologies for people with visual impairment. Aging and The Sense, 27(1). Guerreiro, J., Gonçalves, D., Marques, D., Guerreiro, T., Nicolau, H., & Montague, K. (2013). The today and tomorrow of braille learning. Paper presented at the 15th International ACM SIGACCESS Conference on Computers and Accessibility. Hink, R. B., & Suarez, A. A. (2010). Basic human computer interface for the blind. Paper presented at the 8th Latin American and Caribbean conference for Engineering and Technology (LACCEI'2010), Arequipa, Peru. Hong. (2012). An alternative option to dedicated braille notetakers for people with visual impairments: Universal technology for better access. Journal of Visual Impairment & Blindness, 2016(10), 650-665. doi:Doi 10.1177/0145482x1210601009 Hoot, J. L. (1986). Keyboarding instruction in the early grades: Must or mistake? Childhood Education, 63(2), 95-101. doi:10.1080/00094056.1986.10521749 Iqbal, M. M., Balaji, L. P., Jayakar, M., Gokul, P., Kumar, R. K., & Jairam, R. (2014). Virtual simulation and embedded module of mobile phone using modified braille display. Paper presented at the Devices, Circuits and Systems (ICDCS), 2014 2nd International Conference on. Jayaprakash, M., Kanmani, K., Antony, P., & Anil, B. (2016). Braille writer cum translator with echo: A novel approach. N. R. Shetty, P. N. Hamsavath, & N. Nalini (Eds.), Emerging research in computing, information, communication and applications (pp. 103-116). İndia: Springer. Karasar, N. (2009). Bilimsel araştırma yöntemi: Kavramlar-ilkeler-teknikler: Nobel Yayın Dağitim. Khidri, S. A., Memon, S. H., & Jameel, A. (2014). Blind aid: A self-learning braille system for visually impaired. International Journal of Engineering Research and General Science, 2(4), 641-647. Koenig, A. J. (2000). Foundations of education: Instructional strategies for teaching children and youths with visual impairments (Vol. 2). America: American Foundation for the Blind. Küçüközyiğit, M. S., & Çakmak, S. (2018). 4. Sınıfa devam eden görme engelli öğrencilerin braille okuma seviyelerinin belirlenmesi. Paper presented at the X. Uluslararası Eğitim Araştırmaları Kongresi, Nevşehir. Luckner, J. L., Bruce, S. M., & Ferrell, K. A. (2016). A summary of the communication and literacy evidence-based practices for students who are deaf or hard of hearing, visually impaired, and deafblind. Communication Disorders Quarterly, 37(4), 225-241. doi:10.1177/1525740115597507 M.E.B. (2005). Türkçe dersi öğretim programı. Ankara: Milli Eğitim Bakanlığı M.E.B. (2015). Görme engellilere okuma yazma öğretim kılavuzu. In (pp. 342). Ankara: Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü. M.E.B. (2019). Türkçe dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: Milli Eğitim Bakanı Mannheimer, S., Ferati, M., Bolchini, D., & Palakal, M. (2009). Educational sound symbols for the visually impaired. Universal Access in Human-Computer Interaction. Addressing Diversity, 5614, 106-115. <Go to ISI>://WOS:000270884800012 Marom, H. W., & Weintraub, N. (2015). The effect of a touch-typing program on keyboarding skills of higher education students with and without learning disabilities. Research in developmental disabilities, 47, 208-217. Miles, H., & Huberman, A. M. (2014). Qualitative data analysis: A methods sourcebook (Vol. 3): Saldana. Nichols, L. M. (1995). A comparison of two methods for teaching keyboarding in the elementary school. Computers in the Schools, 2(4). Nicolau, H., Montague, K., Guerreiro, T., Rodrigues, A., & Hanson, V. L. (2017). Investigating laboratory and everyday typing performance of blind users. ACM Transactions on Accessible Computing (TACCESS), 10(1), 4. doi:Artn 410.1145/3046785 Özcan, A. F., Canbulat, A. N. K., Baycan, D., Erdoğan, Ö., Bayat, S., Obalar, S., Yıldız, S., Çelenk, s., & Erdoğan, T. (Eds.). (2013). İlkokuma yazma programı ve öğretimi. Ankara: Eğiten Kitap. Perc, M. (2014). The matthew effect in empirical data. Journal of The Royal Society Interface, 11(98), 20140378. doi:10.1098/rsif.2014.0378 Pisha, B. G. (1994). Rates of development of keyboarding skills in elementary school-aged children with and without identified learning disabilities. Preminger, F., Weiss, P. L. T., & Weintraub, N. (2004). Predicting occupational performance: Handwriting versus keyboarding. American Journal of Occupational Therapy, 58(2), 193-201. Rao, K. (2006). Usability and impact of braille and audio output technologies for students with visual impairments or blindness. https://tez.yok.gov.tr sayfasından erişilmiştir. Schmidt, R. A., Lee, T. D., Winstein, C., Wulf, G., & Zelaznik, H. N. (2018). Motor control and learning: A behavioral emphasis: Human kinetics. Smith, C. A. (1989). The effects of handwriting versus word processing on learning-disabled students' written composition. https://tez.yok.gov.tr sayfasından erişilmiştir. Stevenson, N. C., & Just, C. (2014). In early education, why teach handwriting before keyboarding? Early Childhood Education Journal, 42(1), 49-56. Subaşıoğlu, F. (2000). Engellilerin internet'e erişimi üzerine. Türk Kütüphaneciliği, 14(2), 188-204. Sugg, D. A. Word processor versus braille writing: A comparative study of essays written by blind students. ProQuest Dissertations and Theses. https://search.proquest.com/docview/303864913/abstract/embedded/3DZUVAP0C5WMMTBN?source=fedsrch Vener, A. R., & Glinert, E. P. (1988). Magnex: A text editor for the visually impaired. Paper presented at the 1988 ACM sixteenth annual conference on Computer science. Wagh, P., Prajapati, U., Shinde, M., Salunke, P., Chaskar, V., Telavane, S., & Yadav, V. (2016). E-braille-a self-learning braille device. Paper presented at the 22. National Conference on Communication (NCC). Washburn, K. M. M. (2016). No literacy left behind: Addressing information illiteracy in the information age. Carolina Western Carolina University. Weigelt Marom, H., & Weintraub, N. (2015). The effect of a touch-typing program on keyboarding skills of higher education students with and without learning disabilities. Res Dev Disabil, 47, 208-17. doi:10.1016/j.ridd.2015.09.014 Yaşar, Ş., & Aktay-Güvey, E. (2015). Okuma becerisi açısından cümle yöntemi ve ses temelli cümle yöntemi. Journal of Turkish Studies, 10(7). Yıldırım, A., & Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri: Seçkin Yayıncılık. Zwicker, J. G., & Harris, S. R. (2009). A reflection on motor learning theory in pediatric occupational therapy practice. Canadian Journal of Occupational Therapy, 76(1), 29-37.
There are 1 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Makaleler
Authors

Mehmet Salih Küçüközyiğit 0000-0001-5980-532X

Salih Cakmak 0000-0002-9248-0050

Publication Date April 26, 2020
Acceptance Date April 24, 2020
Published in Issue Year 2020 Volume: 4 Issue: 1

Cite

APA Küçüközyiğit, M. S., & Cakmak, S. (2020). Görme Engelliler için Klavye Öğretim Programının Etkililiğinin İncelenmesi. Ulusal Eğitim Akademisi Dergisi, 4(1), 62-88. https://doi.org/10.32960/uead.696489