Special Education Teachers' Experiences on Teaching Financial Literacy Skills

Öz

The purpose of this study was to evaluate the views and experiences of special education teachers working with DD individuals in high school on supporting the financial literacy skills of DD individuals and was designed in a phenomenological pattern, one of the qualitative research models. The participants of the study were determined by using criterion and snowball sampling, which are among the purposive sampling methods. The study involved 14 teachers working with DD who are based in Ankara, Istanbul, Bursa, Samsun, Batman, Isparta, Konya, and Düzce. The content analysis method was used to examine the data gathered through semi-structured conversations. As a result of the analysis, five themes, 14 categories, and 23 subcategories were determined. The study's results showed that teachers working with DD individuals do not devote enough time to teaching financial literacy skills, and when they do, they typically concentrate on teaching particular topics in classroom settings. The findings were discussed in the context of the literature, and suggestions were made for further research and applications.

Anahtar Kelimeler

• Developmental disability
• financial literacy
• phenomenology
• qualitative research

Özel Eğitim Öğretmenlerinin Finansal Okuryazarlık Becerilerinin Öğretimine İlişkin Deneyimleri

Öz

Ortaöğretim dönemindeki özel gereksinimli (ÖG) bireyler ile çalışan özel eğitim öğretmenlerinin, ÖG bireylerin finansal okuryazarlık becerilerinin desteklenmesine yönelik görüşlerinin ve deneyimlerinin değerlendirilmesinin amaçlandığı bu çalışma nitel araştırma modellerinden olgu bilim deseniyle tasarlanmıştır. Araştırmanın katılımcıları amaçlı örnekleme yöntemlerinden ölçüt ve kartopu örnekleme kullanılarak belirlenmiştir. Araştırmaya Ankara, İstanbul, Bursa, Samsun, Batman, Isparta, Konya ve Düzce’de görev yapan ve ÖG bireyler ile çalışan 14 öğretmen katılmıştır. Verilerin yarı-yapılandırılmış görüşmeler aracılığıyla toplandığı araştırmada veriler içerik analizi ile analiz edilmiştir. Analizler sonucunda beş tema, 14 kategori ve 23 alt kategori belirlenmiştir. Araştırmanın bulguları ÖG bireyler ile çalışan öğretmenlerin finansal okuryazarlık becerilerinin öğretimine yeterince yer vermediklerini, yer verdikleri durumlarda ise genelde sınıf ortamlarında belirli içeriklerin öğretimine odaklandıklarını ortaya koymuştur. Elde edilen bulgulardan yola çıkılarak öğretmenlerin görüş, deneyim ve sahada karşılaştıkları sorunları derinlemesine inceleyen farklı veri toplama araçlarının kullanıldığı karma araştırmaların yürütülmesi, eğitim ortamlarında işlevsel finansal okuryazarlık becerilerinin öğretimine yer verilmesi, öğretmenlere konuya ilişkin hizmet öncesi ve içi eğitimlerin sunulması gibi önerilerde bulunulmuştur.

Anahtar Kelimeler

• Finansal okuryazarlık
• gelişimsel yetersizlik
• nitel araştırma modelleri
• olgu bilim

Kaynakça

1. Alberto, P. A., Cihak, D. F., & Gama, R. I. (2005). Use of static picture prompts versus video modeling during simulation instruction. Research in Developmental Disabilities, 26(4), 327-339. https://doi.org/10.1016/j.ridd.2004.11.002
2. Bay, M., & Parker-Katz, M. (2009). Perspectives on induction of beginning special educators: Research summary, key program features, and the state of state-level policies. Teacher Education and Special Education, 32(1), 17-32. https://doi.org/10.1177/0888406408330871
3. Biernacki, P., & Waldorf, D. (1981). Snowball Sampling: Problems and Techniques of Chain Referral Sampling. Sociological Methods & Research, 10(2), 141–163. https://doi.org/10.1177/004912418101000205
4. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2014). Bilimsel Araştırma Yöntemleri (18.baskı). Pegem Akademi
5. Cheak-Zamora, N. C., Teti, M., Peters, C., & Maurer-Batjer, A. (2017). Financial capabilities among youth with autism spectrum disorder. Journal of Child and Family Studies, 26, 1310-1317. https://doi.org/10.1007/s10826-017-0669-9
6. Cihak, D., Alberto, P. A., Taber-Doughty, T., & Gama, R. I. (2006). A comparison of static picture prompting and video prompting simulation strategies using group instructional procedures. Focus on Autism and Other Developmental Disabilities, 21(2), 89-99. https://doi.org/10.1177/10883576060210020601
7. Clark, K. (2016). Financial Literacy: Annotated Bibliography. National Technical Assistance Center on Transition.
8. Council for Economic Education & Jump$tart Coalition for Personal Financial Literacy. (2021). National standards for personal financial education. Council for Economic Education (CEE). https://www.councilforeconed.org/wp-content/uploads/2021/10/2021-National-Standards-for-Personal-Financial-Education.pdf

9. Conderman, G., Johnston-Rodriguez, S., Hartman, P., & Walker, D. (2013). Honoring voices from beginning special educators for making changes in teacher preparation. Teacher Education and Special Education, 36(1), 65-76. https://doi.org/10.1177/0888406412473311
10. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
11. Çelik, Y. (2021). Sosyal bilgiler öğretim programında yer alan bazı becerilerin kazandırılmasına yönelik öğretmen görüşleri. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 733-765. https://doi.org/10.33711/yyuefd.919620
12. Davies, D. K., Stock, S. E., & Wehmeyer, M. L. (2003). Application of Computer Simulation to Teach ATM Access to Individuals with Intellectual Disabilities. Education and Training in Developmental Disabilities, 38(4), 451–456. http://www.jstor.org/stable/23879920
13. Donnellan, A. M. (1984). The Criterion of the Least Dangerous Assumption. Behavioral Disorders, 9(2), 141–150. http://www.jstor.org/stable/43153291
14. Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
15. Ersoy, A.F. (2016). Fenomenoloji. (A. Saban ve A. Ersoy, Ed.), Eğitimde Nitel Araştırma Desenleri (s. 51-101). Anı Yayıncılık.
16. Garcia-Iriarte, E., Balcazar, F., & Taylor-Ritzler, T. (2007). Analysis of case managers' support of youth with disabilities transitioning from school to work. Journal of Vocational Rehabilitation, 26(3), 129-140.
17. Güler, A., Halıcıoğlu, M.B. & Taşğın, S. (2015). Sosyal bilimlerde nitel araştırma (2. baskı). Seçkin Yayıncılık.
18. Henning, M. B., & Johnston-Rodriguez, S. (2018). Evaluating financial literacy curriculum for young adults with special needs: A review of content, universal design for learning, and culturally responsive curriculum principles. Citizenship, Social and Economics Education, 17(2), 118-135. https://doi.org/10.1177/2047173418789593
19. Hodson, R., & Dwyer, R. (2014). Financial behavior, debt, and early life transitions: Insights from the National Longitudinal Survey of Youth, 1997 Cohort. National Endowment for Financial Education, 1-43.
20. Hsu, G. L., Tang, J. C., & Hwang, W. Y. (2014). Effects of extending the one-more-than technique with the support of a mobile purchasing assistance system. Research in Developmental Disabilities, 35(8), 1809-1827. https://doi.org/10.1016/j.ridd.2014.04.004
21. Huston, S. J. (2010). Measuring financial literacy. Journal of Consumer Affairs, 44(2), 296-316. https://doi.org/10.1111/j.1745-6606.2010.01170.x
22. Individuals with Disabilities Education Improvement Act of 2004 (IDEA), 20 U.S.C. § 614 et seq.
23. King, S. A., Lemons, C. J., & Davidson, K. A. (2016). Math interventions for students with autism spectrum disorder: A best-evidence synthesis. Exceptional Children, 82(4), 443-462. https://doi. org/10.1177/0014402915625066
24. Lehmann, J. P., Davies, T. G., & Laurin, K. M. (2000). Listening to student voices about postsecondary. Teaching Exceptional Children, 32(5), 60-65.
25. Lombe, M., Huang, J., Putnam, M., & Cooney, K. (2010). Exploring saving performance in an IDA program: Findings for people with disabilities. Social Work Research, 34(2), 83-93. https://doi.org/10.1093/swr/34.2.83
26. Lucey, T. A., & Giannangelo, D. M. (2006). Short changed: The importance of facilitating equitable financial education in urban society. Education and Urban Society, 38(3), 268-287. https://doi.org/10.1177/0013124506286942
27. Lusardi, A. (2019). Financial literacy and the need for financial education: evidence and implications. Swiss Journal of Economics and Statistics, 155(1), 1-8. https://doi.org/10.1186/s41937-019-0027-5
28. Mandell, L. (2008). Financial education in high school. Overcoming the saving slump: How to increase the effectiveness of financial education and saving programs, 257-279. University of Chicago Press: Chicago, IL, USA, 2008; pp. 257–279.
29. Mansfield, P. M., & Pinto, M. B. (2008). Consumer vulnerability and credit card knowledge among developmentally disabled citizens. Journal of Consumer Affairs, 42(3), 425-438. https://doi.org/10.1111/j.1745-6606.2008.00115.x
30. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage
31. Milli Eğitim Bakanlığı (MEB). (2018). Bağımsız Yaşam Becerileri Dersi Öğretim Programı III. Kademe (9, 10, 11 ve 12. Sınıf). Erişim Adresi: https://orgm.meb.gov.tr/www/ozel-egitim-ile-ilgili-yayimlar/icerik/123
32. Milli Eğitim Bakanlığı (MEB). (2022). Özel Eğitim Sosyal Hayat Dersi Öğretim Programı Hafif Düzeyde Zihinsel Yetersizliği/Otizmi Olan Öğrenciler İçin. Erişim Adresi: https://orgm.meb.gov.tr/www/ozel-egitim-ile-ilgili-yayimlar/icerik/12
33. McCormick, M. H. (2009). The effectiveness of youth financial education: A review of the literature. Journal of Financial Counseling and Planning, 20(1).
34. Mechling, L. C., Gast, D. L., & Barthold, S. (2003). Multimedia computer-based instruction to teach students with moderate intellectual disabilities to use a debit card to make purchases. Exceptionality, 11(4), 239-254. https://doi.org/10.1207/S15327035EX1104_4
35. Merry, K. E., Webster, F., & Kucharczyk, S. (2022). Investing in Students with Extensive Support Needs: Steps to Integrate Personal Financial Literacy in Inclusive Settings for Educators, Students, and Families. Inclusive Practices, 1(4), 156-170. https://doi.org/10.1177/27324745221128931
36. Morningstar, M. E., Lombardi, A., & Test, D. (2018). Including college and career readiness within a multitiered systems of support framework. AERA Open, 4(1), 2332858418761880. https://doi.org/10.1177/2332858418761880
37. Newman, L., Wagner, M., Cameto, R., & Knokey, A. M. (2009). The Post-High School Outcomes of Youth with Disabilities up to 4 Years After High School: A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2009-3017. National Center for Special Education Research.
38. Newman, L., Wagner, M., Knokey, A. M., Marder, C., Nagle, K., Shaver, D., & Wei, X. (2011). The Post-High School Outcomes of Young Adults with Disabilities up to 8 Years after High School: A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2011-3005. National Center for Special Education Research.
39. Mittapalli, K. M., Belson, S. I., & Ahmadi, H. (2009). Financial literacy for youth with disabilities. Social Dynamics.
40. Odom, S. L., Horner, R. H., & Snell, M. E. (Eds.). (2009). Handbook of Developmental Disabilities. Guilford press.
41. Pickens, J. L., & Dymond, S. K. (2014). Special education directors’ views of community-based vocational instruction. Research and Practice for Persons with Severe Disabilities, 39(4), 290-304. https://doi.org/10.1177/1540796914566713
42. Remund, D. L. (2010). Financial literacy explicated: The case for a clearer definition in an increasingly complex economy. Journal of Consumer Affairs, 44(2), 276-295. https://doi.org/10.1111/j.1745-6606.2010.01169.x
43. Rowe, D. A., Cease-Cook, J., & Test, D. W. (2011). Effects of simulation training on making purchases with a debit card and tracking expenses. Career Development for Exceptional Individuals, 34(2), 107-114. https://doi.org/10.1177/0885728810395744
44. Rowe, D. A., & Test, D. W. (2013). Effects of simulation to teach students with disabilities basic finance skills. Remedial and Special Education, 34(4), 237-248. https://doi.org/10.1177/0741932512448218
45. Scott, R., Collins, B., Knight, V., & Kleinert, H. (2013). Teaching adults with moderate intellectual disability ATM use via the iPod. Education and Training in Autism and Developmental Disabilities, 190-199. http://www.jstor.org/stable/23880639
46. Seyhan, A. (2020). Sosyal Bilgiler Dersinde Finansal Okuryazarlık Becerisinin Kazandırılmasına Yönelik Öğretmen Görüşleri. Recep Tayyip Erdoğan Üniversitesi Sosyal Bilimler Dergisi, 6(11), 88-113. https://doi.org/10.34086/rteusbe.726511
47. Spooner, F., Knight, V. F., Browder, D. M., & Smith, B. R. (2012). Evidence-based practice for teaching academics to students with severe developmental disabilities. Remedial and Special Education, 33(6), 374-387. https://doi.org/10.1177/0741932511421634
48. Way, W. L., & Holden, K. C. (2009). 2009 Outstanding AFCPE Conference Paper Teachers' Background and Capacity to Teach Personal Finance: Results of a National Study. Journal of Financial Counseling & Planning, 20(2), 64-78.
49. Xin, Y. P., Grasso, E., Dipipi-Hoy, C. M., & Jitendra, A. (2005). The effects of purchasing skill instruction for individuals with developmental disabilities: A meta-analysis. Exceptional Children, 71(4), 379-400.
50. Yıldırım, A. & Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (10. baskı). Seçkin.