Hafif Düzeyde Zihin Yetersizliği Olan Öğrenciler Uzaktan Eğitim İçin Ne Diyor?

Year 2024, Volume: 37 Issue: 1, 162 - 185, 30.04.2024

Furkan Tavşan , Esra Dönmez , Ömer Faruk Gönen , Tuğba Türker Kaya , Mustafa Çolak

https://doi.org/10.19171/uefad.1371239

Abstract

Bu araştırmanın amacı, hafif düzeyde zihin yetersizliği olan öğrencilerin uzaktan eğitime ilişkin algılarının ortaya koyulmasıdır. Bu kapsamda hafif düzeyde zihin yetersizliği olan 17 öğrenci araştırmanın katılımcı grubu olarak belirlenmiştir. Nitel araştırma desenlerinden fenomenoloji deseninde tasarlanan bu çalışmada veriler yarı yapılandırılmış görüşme formları aracılığıyla toplanmış ve betimsel analiz yöntemi kullanılarak MaxQDA programıyla analiz edilmiştir. Verilerin analizi sonucu “uzaktan eğitimde ders süreci” ve “uzaktan eğitime bakış” ana temalarına ulaşılmıştır. Bulgular, zihin yetersizliği olan öğrencilerin akranlarıyla aynı ortamda olamamasının ve geleneksel sınıf ortamındaki alışkanlıklarını sürdürememesinin motivasyonlarını olumsuz etkilediğine işaret etmektedir. Dolayısıyla uzaktan eğitimin pandemi gibi bir risk durumunda kullanılabileceği ancak zihin yetersizliği olan öğrenciler için okul rutini ve okuldaki sosyal ortamın önemli olduğu sonucuna ulaşılmıştır. Öğrencilerin uzaktan eğitim deneyimleri öğretmenlerin uzaktan eğitimde sınırlı uyarlamalar yaptıklarına dikkat çekmektedir. Bunun yanında öğrencilerin canlı derse katılım konusunda aile desteği aldıkları, sıklıkla cihaz ve bağlantı sorunları yaşadıkları, ödevlendirmenin bir rutin olarak devam ettiği öne çıkan diğer bulgulardır. Bu bulgulardan hareketle, uzaktan eğitimin özel gereksinimli öğrenciler için kullanılması ve güçlendirilmesine yönelik öneriler sunulmuştur.

Keywords

Uzaktan eğitim, Özel eğitim, Zihin yetersizliği

What Do Students with Mild Intellectual Disabilities Say about Distance Education?

Abstract

This study aims to reveal the perceptions of students with mild intellectual disabilities about distance education. In this context, 17 students with mild intellectual disability were determined as the participant group of the study. In this study, which was designed in phenomenology design, one of the qualitative research designs, data were collected through semi-structured interview forms and analyzed with the MaxQDA program using the descriptive analysis method. As a result of the data analysis, the main themes of "course process in distance education" and "perspective on distance education" were reached. The findings indicate that the fact that students with intellectual disabilities cannot be in the same environment with their peers and cannot maintain their habits in the traditional classroom environment negatively affects their motivation. Therefore, it was concluded that distance education can be used in a risky situation such as a pandemic. Still, the school routine and the social environment at school are essential for students with intellectual disabilities. The distance education experiences of the students draw attention to the fact that teachers make limited adaptations in distance education. In addition, other prominent findings were that students received family support in participating in live classes, frequently experienced device and connection problems, and continued homework assignments as a routine. Based on these findings, suggestions are presented for using and strengthening distance education for students with special needs.

Keywords

Distance education, Special education, Intellectual disability

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