Kaynaştırma Ortamındaki İşitme Kayıplı Bir Öğrencinin İlkokuma Becerilerine Yönelik Destek Eğitim Sürecinin İncelenmesi*

Ezgi Tozak; H. Pelin Karasu; Ümit Girgin

Araştırma Makalesi

Investigation of The Process of Supportive Education Designed for The Reading Skills of a Student with Hearing Loss in Inclusion Environment

Yıl 2018, Cilt: 6 Sayı: 2, 161 - 186, 31.07.2018

Ezgi Tozak H. Pelin Karasu Ümit Girgin

Öz

In this study, it was aimed to examine the supportive service designed for the reading teaching of a student with hearing loss who is in the first grade primary school. The study was designed as an action research. The participant of this study consisted of a student with hearing loss who is in first grade primary school with his normally hearing peers, researcher/teacher, parents of the student, a classroom teacher, a teacher in the rehabilitation center and validity committee members. The data were obtained through researcher diary, interviews, observations, records of validity committee meetings, the documents. Data collection process and analysis were performed simultaneously. It was noted that the activities used in the supportive education were in parallel to the Turkish Curriculum and the Guidelines. The activities were diversified and systematically repeated. Inferring from the research findings, it can be said that the hearing loss students in the inclusion environment benefited from the supportive service practices designed for the reading skill acqusition and development.

Anahtar Kelimeler

Hearing loss, inclusion, supporting services, reading skills, Phonics Based Sentence Method

Kaynakça

Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
Akay, E. (2015). Kaynaştırma ortamındaki işitme engelli öğrencilere destek eğitim odasında uygulanan Türkçe etkinliklerinin incelenmesi. Journal of Education & Special Education Technology, 1 (1), 1-14.
Akçamete, G. (1999). Improving question skills for students with hearing impairment. European Journal of Special Needs Education, 14 (2), 171-177.
Akman, B. (2002). Okulöncesi döneminde matematik. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 244-248.
Aktürk, Y ve Taş, A.M. (2011). İlk okuma-yazma öğretiminde ses temelli cümle yönteminin uygulanmasına ilişkin öğretmen görüşleri (Şanlıurfa/Viranşehir örneği). Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 2 (1), 27-37.
Anthony, J.L. ve Lonigan, C.J. (2004). The nature of phonological awareness: converging evidence from four studies of preschool and early grade school children. Journal of Educational Psychology, 96 (1), 43-55.
Ayata-Baran, N. (2007). Kaynaştırmaya devam eden işitme engelli öğrencilerin öykü şemalarının değerlendirilmesi. (Yayımlanmamış Yüksek Lisans Tezi). Eskişehir: Anadolu Üniversitesi.
Baker, J. M. ve Zigmond, N. (1995). The meaning and practice of inclusion for students with learning disabilities: Themes and implications from the five cases. The Journal of Special Education, 29 (2), 163-180.
Batu, E.M. (2000). Kaynaştırma, destek hizmetler ve kaynaştırmaya hazırlık etkinlikleri. Özel Eğitim Dergisi, 2 (4), 35-45.
Bogdan, R.C. ve Biklen, S.K. (2007). Qualitative research for education: An introduction to theories and methods. (5. Baskı.). Boston: Pearson Education, Inc.
Bozkurt, Ş. (2002). İşitme engellilerde okuduğunu anlama becerilerinin değerlendirilmesi. (Yayımlanmamış yüksek lisans tezi). Ankara: Ankara Üniversitesi.
Briscoe, J., Bishop, D.V.M. ve Norbury, C.F. (2001). Phonological processing, language, and literacy: A comparison of children with mild-to-moderate sensorineural hearing loss and those with spesific language impairment. J. Child Psychol. Psychiat., 42 (3), 329-340.
Buran, A. (2015). Eylem araştırması. F.N. Seggie ve Y. Bayyurt (eds), Nitel araştırma: Yöntem, teknik, analiz ve yaklaşımlar içinde (s. 43-59). Ankara: Anı Yayıncılık.
Cabell, S.Q., Justice, L.M., Kaderavek, J.N., Turnbull, K.P. ve Breit-Smith, A. (2009). Emergent literacy: Lessons for success. San Diego: Plural Publishing.
Cawthon, S.W. (2001). Teaching strategies in inclusive classrooms with deaf students. Journal of Deaf Studies and Deaf Education, 6 (3), 212-225.
Cohen, E.J. ve Brady, M.P. (2011). Acquisition and generalization of word decoding in students with reading disabilities by integrating vowel pattern analysis and children’s literature. Education and Treatment of Children, 34 (1), 81-113.
Cohen, O. (1994). Inclusion should not include deaf students. Education Week, 13 (30), 35-40.
Connor, C.M. ve Zwolan, T.A. (2004). Examining multiple sources of influence on the reading comprehension skills of children who use cochlear implants. Journal of Speech, Language and Hearing Research, 47(3), 509-526.
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Çelenk, S. (2005). İlkokuma-yazma öğretimi. (5. baskı). Ankara: Anı Yayıncılık.
de Boer, A., Pijl, S.J. and Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education, 15 (3), 331-353.
Deretarla, E. (2000). Kaynaştırma uygulaması yapılan ilköğretim okullarının 3. Sınıfına devam eden normal işiten ve işitme engelli çocukların okuduğunu anlama becerilerinin incelenmesi. Yayımlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara.
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Kaynaştırma Ortamındaki İşitme Kayıplı Bir Öğrencinin İlkokuma Becerilerine Yönelik Destek Eğitim Sürecinin İncelenmesi*

Yıl 2018, Cilt: 6 Sayı: 2, 161 - 186, 31.07.2018

Ezgi Tozak H. Pelin Karasu Ümit Girgin

Öz

Bu araştırmada, kaynaştırma ortamında ilkokul 1. sınıfa devam eden işitme kayıplı bir öğrencinin ilkokuma öğretimine yönelik destek eğitim hizmetinin incelenmesi amaçlanmıştır. Araştırma, eylem araştırması şeklinde desenlenmiştir. Katılımcılar; işitme kayıplı bir öğrenci, araştırmacı/öğretmen, aile, sınıf öğretmeni, rehabilitasyon merkezinde çalışan öğretmen, geçerlik komitesi üyeleridir. Araştırma verileri araştırmacı günlüğü, görüşmeler, gözlemler ile geçerlik komitesi toplantı kayıtları, belgeler kullanılarak toplanmıştır. Veri toplama süreci ve analizi eş zamanlı yürütülmüştür. Etkinlikler, Türkçe Öğretim Programı ve Kılavuz kitap paralelinde ve öğrencinin ihtiyaçlarından yola çıkılarak uygulanmış, etkinlikler çeşitlendirilmiş ve tekrarlanmıştır. Araştırma bulgularından yola çıkılarak kaynaştırma ortamındaki işitme kayıplı öğrencinin ilkokuma becerilerinin edinimi ve gelişimine yönelik sunulan destek eğitim uygulamalarından fayda sağladığı söylenebilir.

Anahtar Kelimeler

İşitme kaybı, kaynaştırma, destek eğitim, ilkokuma becerileri, Ses Temelli Cümle Yöntemi

Kaynakça

Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
Akay, E. (2015). Kaynaştırma ortamındaki işitme engelli öğrencilere destek eğitim odasında uygulanan Türkçe etkinliklerinin incelenmesi. Journal of Education & Special Education Technology, 1 (1), 1-14.
Akçamete, G. (1999). Improving question skills for students with hearing impairment. European Journal of Special Needs Education, 14 (2), 171-177.
Akman, B. (2002). Okulöncesi döneminde matematik. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 244-248.
Aktürk, Y ve Taş, A.M. (2011). İlk okuma-yazma öğretiminde ses temelli cümle yönteminin uygulanmasına ilişkin öğretmen görüşleri (Şanlıurfa/Viranşehir örneği). Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 2 (1), 27-37.
Anthony, J.L. ve Lonigan, C.J. (2004). The nature of phonological awareness: converging evidence from four studies of preschool and early grade school children. Journal of Educational Psychology, 96 (1), 43-55.
Ayata-Baran, N. (2007). Kaynaştırmaya devam eden işitme engelli öğrencilerin öykü şemalarının değerlendirilmesi. (Yayımlanmamış Yüksek Lisans Tezi). Eskişehir: Anadolu Üniversitesi.
Baker, J. M. ve Zigmond, N. (1995). The meaning and practice of inclusion for students with learning disabilities: Themes and implications from the five cases. The Journal of Special Education, 29 (2), 163-180.
Batu, E.M. (2000). Kaynaştırma, destek hizmetler ve kaynaştırmaya hazırlık etkinlikleri. Özel Eğitim Dergisi, 2 (4), 35-45.
Bogdan, R.C. ve Biklen, S.K. (2007). Qualitative research for education: An introduction to theories and methods. (5. Baskı.). Boston: Pearson Education, Inc.
Bozkurt, Ş. (2002). İşitme engellilerde okuduğunu anlama becerilerinin değerlendirilmesi. (Yayımlanmamış yüksek lisans tezi). Ankara: Ankara Üniversitesi.
Briscoe, J., Bishop, D.V.M. ve Norbury, C.F. (2001). Phonological processing, language, and literacy: A comparison of children with mild-to-moderate sensorineural hearing loss and those with spesific language impairment. J. Child Psychol. Psychiat., 42 (3), 329-340.
Buran, A. (2015). Eylem araştırması. F.N. Seggie ve Y. Bayyurt (eds), Nitel araştırma: Yöntem, teknik, analiz ve yaklaşımlar içinde (s. 43-59). Ankara: Anı Yayıncılık.
Cabell, S.Q., Justice, L.M., Kaderavek, J.N., Turnbull, K.P. ve Breit-Smith, A. (2009). Emergent literacy: Lessons for success. San Diego: Plural Publishing.
Cawthon, S.W. (2001). Teaching strategies in inclusive classrooms with deaf students. Journal of Deaf Studies and Deaf Education, 6 (3), 212-225.
Cohen, E.J. ve Brady, M.P. (2011). Acquisition and generalization of word decoding in students with reading disabilities by integrating vowel pattern analysis and children’s literature. Education and Treatment of Children, 34 (1), 81-113.
Cohen, O. (1994). Inclusion should not include deaf students. Education Week, 13 (30), 35-40.
Connor, C.M. ve Zwolan, T.A. (2004). Examining multiple sources of influence on the reading comprehension skills of children who use cochlear implants. Journal of Speech, Language and Hearing Research, 47(3), 509-526.
Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (2. Baskı). Pearson Education.
Çelenk, S. (2005). İlkokuma-yazma öğretimi. (5. baskı). Ankara: Anı Yayıncılık.
de Boer, A., Pijl, S.J. and Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education, 15 (3), 331-353.
Deretarla, E. (2000). Kaynaştırma uygulaması yapılan ilköğretim okullarının 3. Sınıfına devam eden normal işiten ve işitme engelli çocukların okuduğunu anlama becerilerinin incelenmesi. Yayımlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara.
Duran, E. ve Akyol, H. (2010). Bitişik eğik yazı öğretimi çalışmalarının çeşitli değişkenler açısından incelenmesi. Türk Eğitim Bilimleri Dergisi, 8 (4), 817-838.
Easterbrooks, S. R. and Stephenson, B. (2006). An examination of twenty literacy, science, and mathematics practices used to educate students who are deaf or hard of hearing. American Annals of The Deaf, 151 (4), 384-397.
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Toplam 97 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Bölüm	Makaleler
Yazarlar	Ezgi Tozak Bu kişi benim 0000-0002-4916-6525 H. Pelin Karasu 0000-0002-9612-9858 Ümit Girgin 0000-0002-2395-0733
Yayımlanma Tarihi	31 Temmuz 2018
Yayımlandığı Sayı	Yıl 2018 Cilt: 6 Sayı: 2

Kaynak Göster

APA	Tozak, E., Karasu, H. P., & Girgin, Ü. (2018). Kaynaştırma Ortamındaki İşitme Kayıplı Bir Öğrencinin İlkokuma Becerilerine Yönelik Destek Eğitim Sürecinin İncelenmesi*. Eğitimde Nitel Araştırmalar Dergisi, 6(2), 161-186.
AMA	Tozak E, Karasu HP, Girgin Ü. Kaynaştırma Ortamındaki İşitme Kayıplı Bir Öğrencinin İlkokuma Becerilerine Yönelik Destek Eğitim Sürecinin İncelenmesi*. Derginin Amacı ve Kapsamı. Temmuz 2018;6(2):161-186.
Chicago	Tozak, Ezgi, H. Pelin Karasu, ve Ümit Girgin. “Kaynaştırma Ortamındaki İşitme Kayıplı Bir Öğrencinin İlkokuma Becerilerine Yönelik Destek Eğitim Sürecinin İncelenmesi*”. Eğitimde Nitel Araştırmalar Dergisi 6, sy. 2 (Temmuz 2018): 161-86.
EndNote	Tozak E, Karasu HP, Girgin Ü (01 Temmuz 2018) Kaynaştırma Ortamındaki İşitme Kayıplı Bir Öğrencinin İlkokuma Becerilerine Yönelik Destek Eğitim Sürecinin İncelenmesi*. Eğitimde Nitel Araştırmalar Dergisi 6 2 161–186.
IEEE	E. Tozak, H. P. Karasu, ve Ü. Girgin, “Kaynaştırma Ortamındaki İşitme Kayıplı Bir Öğrencinin İlkokuma Becerilerine Yönelik Destek Eğitim Sürecinin İncelenmesi”, Derginin Amacı ve Kapsamı*, c. 6, sy. 2, ss. 161–186, 2018.
ISNAD	Tozak, Ezgi vd. “Kaynaştırma Ortamındaki İşitme Kayıplı Bir Öğrencinin İlkokuma Becerilerine Yönelik Destek Eğitim Sürecinin İncelenmesi”. Eğitimde Nitel Araştırmalar Dergisi* 6/2 (Temmuz 2018), 161-186.
JAMA	Tozak E, Karasu HP, Girgin Ü. Kaynaştırma Ortamındaki İşitme Kayıplı Bir Öğrencinin İlkokuma Becerilerine Yönelik Destek Eğitim Sürecinin İncelenmesi. Derginin Amacı ve Kapsamı*. 2018;6:161–186.
MLA	Tozak, Ezgi vd. “Kaynaştırma Ortamındaki İşitme Kayıplı Bir Öğrencinin İlkokuma Becerilerine Yönelik Destek Eğitim Sürecinin İncelenmesi*”. Eğitimde Nitel Araştırmalar Dergisi, c. 6, sy. 2, 2018, ss. 161-86.
Vancouver	Tozak E, Karasu HP, Girgin Ü. Kaynaştırma Ortamındaki İşitme Kayıplı Bir Öğrencinin İlkokuma Becerilerine Yönelik Destek Eğitim Sürecinin İncelenmesi*. Derginin Amacı ve Kapsamı. 2018;6(2):161-86.

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