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Özel Eğitim Alanında Çalışan Öğretmenlerin Özel Eğitimde Yardımcı Teknolojilerin Kullanımına İlişkin Görüşleri

Year 2018, Volume: 15 Issue: 1, 1540 - 1569, 29.11.2018

Abstract

Bu araştırmanın amacı özel eğitim alanında
çalışan öğretmenlerin özel eğitimde yardımcı teknolojilerin kullanımına ilişkin
görüş ve düşüncelerini belirlemektir. Bu araştırma tarama modelinde betimsel
bir çalışmadır. Araştırmanın çalışma grubunu özel eğitim alanında çalışan 211 öğretmen
oluşturmaktadır. Araştırmada veri toplama aracı olarak Chmiliar (2007)
tarafından geliştirilen anket kullanılmıştır. Veri analiz sürecinde frekans,
yüzde, aritmetik ortalama ve standart sapma hesaplamalarına yer verilmiştir. Araştırmanın
verileri yaş, cinsiyet, mevcut görev, öğretim kademesi, mesleki kıdem, eğitime
alma durumu, bilgi ve beceri düzeyi, memnuniyet, yardımcı teknoloji kullanma
sıklığı, bütçe durumu, yardımcı teknolojiye erişebilen öğrenci sayısı, yardımcı
teknoloji kullanımına engel oluşturan faktörler ve destek stratejileri açısından
analiz edilmiştir. Araştırma sonucunda öğretmenleri özel eğitimde yardımcı
teknolojilerin kullanımı konusunda en çok engelleyen faktörlerin
araç-gereçlerin maliyeti ve karmaşıklığı, okullarda öğrenciler için yeterli
yardımcı teknoloji araç-gereçlerinin bulunmaması ve yardımcı teknolojilerle
ilgili bilgi eksikliği olduğu belirlenmiştir. Yardımcı teknolojilerin
kullanımına ilişkin en önemli destek stratejileriyle ilgili faktörlerin ise araç-gereçlerin
sağlanmasıyla ilgili bütçe desteği, yardımcı teknolojilerle ilgili eğitim
desteği ve araç-gereçlerin kullanımında teknik desteğe erişim olduğu
belirlenmiştir.

References

  • Alammary, J., Al-haıkı, F. ve Al-muqahwi, K. (2017). The impact of assistive technology on down syndrome students in Kingdom of Bahrain. The Turkish Online Journal of Educational Technology, 16, 103-119.
  • Alkahtani, K. D. F. (2013). Teachers’ knowledge and use of assistive technology for students with special educational needs. Journal of Studies in Education, 3, 65-86.
  • Alper, S., ve Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of literature. Journal of Special Education Technology, 21, 47-56.
  • Alquraini, T., ve Gut, D. (2012). Critical components of successful inclusion of students with severe disabilities: Literature review. International Journal of Special Education, 27, 42–59.
  • Alves, C. C. F., Monteiro, G. B. M., Rabello, S., Gasparetto, M .E. R. F., ve Carvalho, K. M. (2009). Assistive technology applied to education of students with visual impairment. Revista Panam Salud Publica, 26, 148–52.
  • Arslan-Arı, İ., ve İnan, F. A. (2010). Assistive Technologies for students wıth disabilities: A survey of Access and use in Turkish universities. The Turkish Online Journal of Educational Technology, 9, 40-45.
  • Aslan, C. (2018). Özel eğitim öğretmenlerinin yardımcı teknolojilere yönelik tutumları. Eğitim Teknolojisi Kuram ve Uygulama, 8, 102-120.
  • Ashton, T., Lee, Y., ve Vega, L. A. (2005). Assistive technology: Perceived knowledge, attitudes, and challenges of AT use in special education. Journal of Special Education Technology, 20, 60-63.
  • Bausch, M. E., ve Hasselbring, T. S. (2004). Assistive technology: Are the necessary skills and knowledge being developed at the preservice and inservice levels? Teacher Education and Special Education, 27, 97-104.
  • Bryant, B. R., Seok, S., Ok, M., ve Bryant, D. P. (2012). Individuals with intellectual and/or developmental disabilities use of assistive technology devices in support provision. Journal of Special Education Technology, 27, 41-57.
  • Carey, D. M., ve Sale, P. (1994). Practical considerations in the use of technology to facilitate the inclusion of students with severe disabilities. Technology and Disability, 3, 77–86.
  • Chmiliar, L. (2007). Perspectives on assistive technology: What teachers, health professionals, and speech and language pathologists have to say. Developmental Disabilities Bulletin, 35, 1-17.
  • Coleman, M. B., Cramer, E. S., Park, Y., ve Bell, S. M. (2015). Art educators’ use of adaptations, assistive technology, and special education supports for students with physical, visual, severe and multiple disabilities. Journal of Developmental and Physical Disabilities, 27, 637-660.
  • Copley, J., ve Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11, 229-243.
  • Deniz, L., ve Demirkıran, A. V. (2006). Özel Eğitim Meslek Elemanlarının Bilgisayar Tutumları ve Bilgisayar Destekli Özel Eğitime Yönelik Görüșleri ve Yeterlilik Seviyeleri. M. Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 24, 59-74.
  • Derer, K., Polsgrove, L., Rieth, H. (1996). A survey of assistive technology applications in schools and recommendations for practice. Journal of Special Education Technology, 2, 62–80.
  • Edyburn, D. L. (2001). 2000 in review: A synthesis of the special education technology literature. Journal of Special Education Technology, 16, 5-25.
  • Flanagan, S., Bouck, E. C., ve Richardson, J. (2013). Middle school special education teachers’ perceptions and use of assistive technology in literacy instruction. Assistive Technology. 25, 24–30.
  • Gökmen, Ö. F., Akgün, Ö. E., Kartal, F. (2014). Fatih projesinde kullanılan etkileşimli tahtalara ve hizmet içi eğitimlere yönelik öğretmen görüşleri. Milli Eğitim Dergisi, 204, 42-62.
  • Gustafson, G. S. (2006). The assistive technology skills, knowledge, and Professional development needs of special educators in South western virginia. Unpublished Doctoral Dissertation, Virginia Polytechnic Institute and StateUniversity.
  • Hutinger, P. L., Hall, S., Johansen, J., Robinson, L., Stoneburner, R., ve Wisslead, K. (1994). State of practice: How assistive Technologies areused in educational programs of children with multiple disabilities. a final report for the project: effective use of technology to meet educational goals of children with disabilities. Washington, DC: Western Illinois University.
  • Inge, C. (2003). Assistive Technology in Virginia's Pre K-12 Public Education System: A Policy Study. Unpublished Doctoral Dissertation. Washington, DC: George Washington University.
  • Johnston, L., Beard, L. A., ve Carpenter, L. B. (2007). Assistive technology: Access for all students. Columbus, OH: Pearson Merrill Prentice Hall.
  • Johnston, C., Thurlow, M., Altman, J., Timmons, J., ve Kato, K. (2009). Assistive technology approaches for large-scale assessment: Perceptions of teachers of students with visual. Impairments Exceptionality, 17, 66–75.
  • Judge, S. L. (2001). Computer applications in programs for young children with disabilities: Current status and future directions. Journal of Special Education Technology, 16, 29-40.
  • Karasar, N. (2000). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kışla, T. (2008). Özel eğitim öğretmenlerinin bilgisayar tutumlarının incelenmesi. Ege Eğitim Dergisi, 9, 128-154. MacArthur, C.,Ferretti, R. P., Okolo, C. M., ve Cavalier, A. R. (2001). Technology applications for students with literacy problems: A critical review. Elementary School Journal, 101, 273–301.
  • McGregor, G., ve Pachuski, P. (1996). Assistive technology in schools: Are teachers ready, able, and supported? Journal of Special Education Technology, 13, 4–15.
  • MEB, (2018). http://fatihprojesi.meb.gov.tr/ogretmen-egitimi-2/ adresinden 20.08.2018 tarihinde erişilmiştir.
  • Özdamar, O. (2016). Öğretmenlerin özel eğitim sınıflarında yardımcı teknoloji kullanımına ilişkin görüşlerinin belirlenmesi. Yayımlanmamış Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Parette, H. (1997). Assistive technology devices and services. Education and Training in Mental Retardation and Developmental Disabilities, 32, 267–80.
  • Parette, H. P., Peterson-Karlan, G. R., Smith, S., Gray, T., ve Silver-Pacuilla, H. (2006). The state of assistive technology: Themes from an outcomes summit. Assistive Technology Outcomes and Benefits, 3, 15-33.
  • Parker, S., Buckley, W., Truesdell, A., Riggio, M., Collins, M., ve Boardman, B. (1990). Barriers to the use of assistive technology with children: A survey. Journal of Visual Impairment and Blindness, 84, 532-533.
  • Peters, S. W. (1999). Assistive Technology Issues in Virginia Schools: A five year follow-up study. Unpublished Doctoral Dissertation. Virginia: George Mason University.
  • Reed, P., ve Bowser, G. (2005). Assistive technology and the IEP. D. Edyburn, K.Higgins, ve R. Boone (Ed.), Handbook of special education technology research and practice içinde (s. 61–77). Whitefish Bay, WI: Knowledge by Design.
  • Reisberg, L. (2009). In expensive assistive technology for struggling readers. Closing the Gap, 28, 22-24.
  • Sani-Bozkurt, S. (2017). Özel eğitimde dijital destek: Yardımcı teknolojiler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3, 37-60.
  • Sarıtepeci, M., Durak, H. ve Seferoğlu, S.S. (2016). Öğretmenlerin öğretim teknolojileri alanında hizmet-içi eğitim gereksinimlerinin fatih projesi kapsamında incelenmesi. Turkish Journal of Computer and Mathematics Education, 7, 601-620.
  • Smith, D. W., ve Kelley, P. (2007). A survey of assistive technology and teacher preparation programs for individuals with visual impairments. Journal of Visual Impairments & Blindness, 101, 429-433.
  • Sola-Özgüç, C.,ve Cavkaytar, A. (2014). Teacher use of instructional technology in a special education school for students with intellectual disabilities: A case study. Turkish Online Journal of Qualitative Inquiry, 5, 51-65.
  • Swinth, Y., ve Case-Smith, J. (1993). Assistive technology in early intervention: Theory and practice. J. Case-Smith (Ed.), Occupational Therapy and Early Intervention içinde (s. 342-68). Boston: Butterworth Heinemann.
  • Sydeski, R. T. (2013). A study of special education teachers‟ knowledge of assistive technology for children with reading difficulties. Unpublished Doctoral Dissertation. Pittsburgh: Duquesne University.
  • Tekinarslan, E., ve Yıkmış, A. (2005). Özel eğitim kurumlarında çalışan öğretmenlerin teknoloji kullanımına yönelik görüşleri ve beklentileri. Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2, 211-220.
  • Todis, B. J. (1996). Tools for the task? Perspectives on assistive technology in education settings. Journal of Special Education Technology, 13, 49-61.
  • Van Netten J. J., Jannink, M. J., Hijmans, J. M., Geertzen, J. H. ve Postema, K. (2010). Use and usability of custom-made orthopedic shoes. Journal of Rehabilitation Research & Development, 81, 47-73.
  • Vural, A. R., ve Ceylan V. K. (2014). Fatih projesi eğitimde teknoloji kullanım kursunun öğretmen görüşlerine göre değerlendirilmesi. INET-TR'1419. Türkiye'de İnternet Konferansı, Yaşar Üniversitesi, İzmir.
  • Wilcox, M. J., Guimond, A., Campbell, P. H., ve Moore, H. W. (2006). Provider perspectives on the use of assistive technology for infants and toddlers with disabilities. Topics in Early Childhood Special Education, 26, 33-49.
  • Wisconsin Assistive Technology Initiative. http://www.wati.org. Erişim Tarihi: 11.08.2018.
  • Yıldız, H., Sarıtepeci, M. ve Seferoğlu, S. S. (2013). FATİH Projesi kapsamında düzenlenen hizmet-içi eğitim etkinliklerinin öğretmenlerin mesleki gelişimine katkılarının ISTE öğretmen standartları açısından incelenmesi. Öğretmen Eğitiminde Yeni Eğilimler Uluslararası Sempozyumu’nda sunulan bildiri, Ankara.
  • Zhou, L.,Parker, A. T., Smith, D. W., ve Griffin-Shirley, N. (2011). Assistive technology for students with visual impairments: Challenges and needs in teachers' preparation programs and practice. Journal of Visual Impairment & Blindness, 105, 197-210.

The Opinions of Special Education Teachers on the Use of Assistive Technologies in Special Education

Year 2018, Volume: 15 Issue: 1, 1540 - 1569, 29.11.2018

Abstract

This research is a descriptive study aiming to determine at what level assistive technologies are utilized in the special education field, to identify the barriers to use of assistive technologies, and to support strategies based on opinions and thoughts of teachers working on this field. The population of this research was constituted by teachers working in public and private education institutions operating in 2017-2018 academic year affiliated to the city of Hakkâri in Turkey. In this research, a survey developed by Linda Chmiliar of Athabasca University in 2007 was used as the data collection tool. The study included 211 teachers from different age groups, gender and students with special needs at different levels of instruction. As a result of the research, it was determined that the most restricting factors in the use of assistive technologies in special education were the cost of the equipment, lack of sufficient assistive technology tools for the students and lack of knowledge about the assistive technologies. Factors related to the most important support strategies related to the use of assistive technologies were identified as budget support for providing tools and equipment, educational support for assistive technologies and technical support for the use of equipment. 

References

  • Alammary, J., Al-haıkı, F. ve Al-muqahwi, K. (2017). The impact of assistive technology on down syndrome students in Kingdom of Bahrain. The Turkish Online Journal of Educational Technology, 16, 103-119.
  • Alkahtani, K. D. F. (2013). Teachers’ knowledge and use of assistive technology for students with special educational needs. Journal of Studies in Education, 3, 65-86.
  • Alper, S., ve Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of literature. Journal of Special Education Technology, 21, 47-56.
  • Alquraini, T., ve Gut, D. (2012). Critical components of successful inclusion of students with severe disabilities: Literature review. International Journal of Special Education, 27, 42–59.
  • Alves, C. C. F., Monteiro, G. B. M., Rabello, S., Gasparetto, M .E. R. F., ve Carvalho, K. M. (2009). Assistive technology applied to education of students with visual impairment. Revista Panam Salud Publica, 26, 148–52.
  • Arslan-Arı, İ., ve İnan, F. A. (2010). Assistive Technologies for students wıth disabilities: A survey of Access and use in Turkish universities. The Turkish Online Journal of Educational Technology, 9, 40-45.
  • Aslan, C. (2018). Özel eğitim öğretmenlerinin yardımcı teknolojilere yönelik tutumları. Eğitim Teknolojisi Kuram ve Uygulama, 8, 102-120.
  • Ashton, T., Lee, Y., ve Vega, L. A. (2005). Assistive technology: Perceived knowledge, attitudes, and challenges of AT use in special education. Journal of Special Education Technology, 20, 60-63.
  • Bausch, M. E., ve Hasselbring, T. S. (2004). Assistive technology: Are the necessary skills and knowledge being developed at the preservice and inservice levels? Teacher Education and Special Education, 27, 97-104.
  • Bryant, B. R., Seok, S., Ok, M., ve Bryant, D. P. (2012). Individuals with intellectual and/or developmental disabilities use of assistive technology devices in support provision. Journal of Special Education Technology, 27, 41-57.
  • Carey, D. M., ve Sale, P. (1994). Practical considerations in the use of technology to facilitate the inclusion of students with severe disabilities. Technology and Disability, 3, 77–86.
  • Chmiliar, L. (2007). Perspectives on assistive technology: What teachers, health professionals, and speech and language pathologists have to say. Developmental Disabilities Bulletin, 35, 1-17.
  • Coleman, M. B., Cramer, E. S., Park, Y., ve Bell, S. M. (2015). Art educators’ use of adaptations, assistive technology, and special education supports for students with physical, visual, severe and multiple disabilities. Journal of Developmental and Physical Disabilities, 27, 637-660.
  • Copley, J., ve Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11, 229-243.
  • Deniz, L., ve Demirkıran, A. V. (2006). Özel Eğitim Meslek Elemanlarının Bilgisayar Tutumları ve Bilgisayar Destekli Özel Eğitime Yönelik Görüșleri ve Yeterlilik Seviyeleri. M. Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 24, 59-74.
  • Derer, K., Polsgrove, L., Rieth, H. (1996). A survey of assistive technology applications in schools and recommendations for practice. Journal of Special Education Technology, 2, 62–80.
  • Edyburn, D. L. (2001). 2000 in review: A synthesis of the special education technology literature. Journal of Special Education Technology, 16, 5-25.
  • Flanagan, S., Bouck, E. C., ve Richardson, J. (2013). Middle school special education teachers’ perceptions and use of assistive technology in literacy instruction. Assistive Technology. 25, 24–30.
  • Gökmen, Ö. F., Akgün, Ö. E., Kartal, F. (2014). Fatih projesinde kullanılan etkileşimli tahtalara ve hizmet içi eğitimlere yönelik öğretmen görüşleri. Milli Eğitim Dergisi, 204, 42-62.
  • Gustafson, G. S. (2006). The assistive technology skills, knowledge, and Professional development needs of special educators in South western virginia. Unpublished Doctoral Dissertation, Virginia Polytechnic Institute and StateUniversity.
  • Hutinger, P. L., Hall, S., Johansen, J., Robinson, L., Stoneburner, R., ve Wisslead, K. (1994). State of practice: How assistive Technologies areused in educational programs of children with multiple disabilities. a final report for the project: effective use of technology to meet educational goals of children with disabilities. Washington, DC: Western Illinois University.
  • Inge, C. (2003). Assistive Technology in Virginia's Pre K-12 Public Education System: A Policy Study. Unpublished Doctoral Dissertation. Washington, DC: George Washington University.
  • Johnston, L., Beard, L. A., ve Carpenter, L. B. (2007). Assistive technology: Access for all students. Columbus, OH: Pearson Merrill Prentice Hall.
  • Johnston, C., Thurlow, M., Altman, J., Timmons, J., ve Kato, K. (2009). Assistive technology approaches for large-scale assessment: Perceptions of teachers of students with visual. Impairments Exceptionality, 17, 66–75.
  • Judge, S. L. (2001). Computer applications in programs for young children with disabilities: Current status and future directions. Journal of Special Education Technology, 16, 29-40.
  • Karasar, N. (2000). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kışla, T. (2008). Özel eğitim öğretmenlerinin bilgisayar tutumlarının incelenmesi. Ege Eğitim Dergisi, 9, 128-154. MacArthur, C.,Ferretti, R. P., Okolo, C. M., ve Cavalier, A. R. (2001). Technology applications for students with literacy problems: A critical review. Elementary School Journal, 101, 273–301.
  • McGregor, G., ve Pachuski, P. (1996). Assistive technology in schools: Are teachers ready, able, and supported? Journal of Special Education Technology, 13, 4–15.
  • MEB, (2018). http://fatihprojesi.meb.gov.tr/ogretmen-egitimi-2/ adresinden 20.08.2018 tarihinde erişilmiştir.
  • Özdamar, O. (2016). Öğretmenlerin özel eğitim sınıflarında yardımcı teknoloji kullanımına ilişkin görüşlerinin belirlenmesi. Yayımlanmamış Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Parette, H. (1997). Assistive technology devices and services. Education and Training in Mental Retardation and Developmental Disabilities, 32, 267–80.
  • Parette, H. P., Peterson-Karlan, G. R., Smith, S., Gray, T., ve Silver-Pacuilla, H. (2006). The state of assistive technology: Themes from an outcomes summit. Assistive Technology Outcomes and Benefits, 3, 15-33.
  • Parker, S., Buckley, W., Truesdell, A., Riggio, M., Collins, M., ve Boardman, B. (1990). Barriers to the use of assistive technology with children: A survey. Journal of Visual Impairment and Blindness, 84, 532-533.
  • Peters, S. W. (1999). Assistive Technology Issues in Virginia Schools: A five year follow-up study. Unpublished Doctoral Dissertation. Virginia: George Mason University.
  • Reed, P., ve Bowser, G. (2005). Assistive technology and the IEP. D. Edyburn, K.Higgins, ve R. Boone (Ed.), Handbook of special education technology research and practice içinde (s. 61–77). Whitefish Bay, WI: Knowledge by Design.
  • Reisberg, L. (2009). In expensive assistive technology for struggling readers. Closing the Gap, 28, 22-24.
  • Sani-Bozkurt, S. (2017). Özel eğitimde dijital destek: Yardımcı teknolojiler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3, 37-60.
  • Sarıtepeci, M., Durak, H. ve Seferoğlu, S.S. (2016). Öğretmenlerin öğretim teknolojileri alanında hizmet-içi eğitim gereksinimlerinin fatih projesi kapsamında incelenmesi. Turkish Journal of Computer and Mathematics Education, 7, 601-620.
  • Smith, D. W., ve Kelley, P. (2007). A survey of assistive technology and teacher preparation programs for individuals with visual impairments. Journal of Visual Impairments & Blindness, 101, 429-433.
  • Sola-Özgüç, C.,ve Cavkaytar, A. (2014). Teacher use of instructional technology in a special education school for students with intellectual disabilities: A case study. Turkish Online Journal of Qualitative Inquiry, 5, 51-65.
  • Swinth, Y., ve Case-Smith, J. (1993). Assistive technology in early intervention: Theory and practice. J. Case-Smith (Ed.), Occupational Therapy and Early Intervention içinde (s. 342-68). Boston: Butterworth Heinemann.
  • Sydeski, R. T. (2013). A study of special education teachers‟ knowledge of assistive technology for children with reading difficulties. Unpublished Doctoral Dissertation. Pittsburgh: Duquesne University.
  • Tekinarslan, E., ve Yıkmış, A. (2005). Özel eğitim kurumlarında çalışan öğretmenlerin teknoloji kullanımına yönelik görüşleri ve beklentileri. Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2, 211-220.
  • Todis, B. J. (1996). Tools for the task? Perspectives on assistive technology in education settings. Journal of Special Education Technology, 13, 49-61.
  • Van Netten J. J., Jannink, M. J., Hijmans, J. M., Geertzen, J. H. ve Postema, K. (2010). Use and usability of custom-made orthopedic shoes. Journal of Rehabilitation Research & Development, 81, 47-73.
  • Vural, A. R., ve Ceylan V. K. (2014). Fatih projesi eğitimde teknoloji kullanım kursunun öğretmen görüşlerine göre değerlendirilmesi. INET-TR'1419. Türkiye'de İnternet Konferansı, Yaşar Üniversitesi, İzmir.
  • Wilcox, M. J., Guimond, A., Campbell, P. H., ve Moore, H. W. (2006). Provider perspectives on the use of assistive technology for infants and toddlers with disabilities. Topics in Early Childhood Special Education, 26, 33-49.
  • Wisconsin Assistive Technology Initiative. http://www.wati.org. Erişim Tarihi: 11.08.2018.
  • Yıldız, H., Sarıtepeci, M. ve Seferoğlu, S. S. (2013). FATİH Projesi kapsamında düzenlenen hizmet-içi eğitim etkinliklerinin öğretmenlerin mesleki gelişimine katkılarının ISTE öğretmen standartları açısından incelenmesi. Öğretmen Eğitiminde Yeni Eğilimler Uluslararası Sempozyumu’nda sunulan bildiri, Ankara.
  • Zhou, L.,Parker, A. T., Smith, D. W., ve Griffin-Shirley, N. (2011). Assistive technology for students with visual impairments: Challenges and needs in teachers' preparation programs and practice. Journal of Visual Impairment & Blindness, 105, 197-210.
There are 50 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Metehan Kutlu 0000-0003-4468-6094

Sinan Schreglmann This is me 0000-0002-5738-3167

Nail Anıl Cinisli This is me 0000-0002-3610-7024

Publication Date November 29, 2018
Published in Issue Year 2018 Volume: 15 Issue: 1

Cite

APA Kutlu, M., Schreglmann, S., & Cinisli, N. A. (2018). Özel Eğitim Alanında Çalışan Öğretmenlerin Özel Eğitimde Yardımcı Teknolojilerin Kullanımına İlişkin Görüşleri. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 1540-1569.