Determining the Appropriateness of Visual Based Activities in the Primary School Books for Low Vision Students

Abstract

The general aim of this research is to try to determine the appropriateness of the visuals in the primary school Turkish workbooks for the students with low visibility in terms of visual design elements. In the realization of the work, the document review method was used. In this study, purposive sampling method was used in the selection of student workbooks. The Ministry of National Education Publications Student Workbook which has been studied in the provinces of Ankara city is determined as the document to be examined. Within the scope of the research 1. 2. 3. and 4. Class Turkish lesson, a random theme was determined among the themes in the Student Workbooks and the activities included in that theme were examined. The "Visual Design Principles Evaluation Form" has been prepared so that the necessary data can be collected after the document review for the research is decided. Within the scope of the research, color use, contrast use, font, layout use, and visual complexity are not appropriate for the low vision students. This situation gives the impression that the visual limitations, the low vision students have difficulty in, are not taken into consideration while preparing the visual activities in the Turkish textbooks. It can be said that the elementary school students who see this way out of the way are disadvantaged compared to their peers who have the normal sight power and use the same text book

Keywords

• Low vision, Turkish course books, visual design, visual activity, visual impairments

Kaynakça

1. Alpan, G. (2004). Ders kitaplarindaki grafik tasariminin ogrenci basarisina ve derse iliskin tutumlarina etkisi [Effect of the graphic design in textbooks on the achievement and attitudes toward the course of the students] (Unpublished Doctoral Thesis, Ankara University, Institute of Educational Sciences, Ankara, Turkey). Retrieved from http://tez.yok.gov.tr/UlusalTezMerkezi. (Thesis Number 141381)
2. Aslan, C., Cakmak, S. (2016). Islevsel gorme aktivite programi ile az goren cocugun izleme becerilerinin gelistirilmesi [Improving tracking skills of child with low vision with functional vision activity program]. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 17(1), 59-64.
3. Cakmak, S., Karakoc, T., Safak, P. & Kan A. (2014). Identifying the reading speed of low vision students at elementary level. International Journal in IT and Engineering, Vol.2 Issue-10, (October 2014), 38-48.
4. Cakmak, S., Karakoc, T., & Safak, P. (2016). Gorme engelliler okullarindaki ve kaynastirma egitim ortamlarindaki az goren ogrencilerin islevsel gorme becerilerinin karsilastirilmasi [Comparing functional vision skills of students with low vision in schools for the visually impaired and inclusive classrooms]. Egitim ve Bilim, 41(187), 165- 179.
5. Cecen, M. A., Ciftci, O. (2011). Turkce derslerinde tematik egitim ve metin-tema-alt tema iliskisi uzerine bir arastirma [A study on thematic education and relation between text-theme and sub-theme in Turkish lessons]. In G.L. Uzun & U. Bozkurt (Ed.) Turkce’nin egitimi-ogretiminde kuramsal ve uygulamali arastirmalar [Theoretical and practical researches in Turkish education] (pp. 445-457). Essen: Die Blaue Eule.
6. Demir, D. (2008). Ilkogretim 1. 2. ve 3. sinif Turkce ders kitaplarinin gorsel tasarim ilkelerine uygunlugu acisindan incelemesi [A study of the compatibility of 1. 2. and 3. year Turkish lesson books used in primary schools with visual design principles] (Unpublished master’s thesis, Anadolu University, Institute of Educational Sciences, Eskisehir, Turkey). Retrieved from http://tez.yok.gov.tr/UlusalTezMerkezi. (Thesis Number 229239)
7. Demirdogen, P. (2003). Milli Egitim tarafindan yayinlanan 6–15 yas arasi cocuklarin okuyabilecegi kitaplarin egiticilik ve gorsellik acisindan tasnifi, dil ve anlatim yonlerinden elestirel bir sekilde incelemesi [Bein critical examined from the educationality. Visuality, language and expression of the books for children in the age group of 6-15 published by the ministry of national education] (Unpublished master’s thesis, Ataturk University, Institute of Social Sciences, Erzurum, Turkey). Retrieved from http://tez.yok.gov.tr/UlusalTezMerkezi. (Thesis Number 125551)
8. Erbas, D. (2012). Guvenirlik [Reliability]. In E. Tekin-Iftar (Ed.), Egitim ve davranis bilimlerinde tek denekli arastirmalar [Single-subject research in educational and behavioral sciences] (pp. 109-133). Ankara: Turk Psikologlar Dernegi.

9. Esgi, N. (2005). Ilkogretim 5. sinif bilgisayar ders kitaplarinin gorsel tasarim ilkelerine gore degerlendirilmesi [Evaluation of elementary 5th grade computer textbooks according to visual design principles]. Milli Egitim Dergisi, 165, 34-36.
10. Erin, J. N., & Paul, B. (2000). Functional vision assessment and instruction of children and youths in academic programs. In Anne L. Corn & Alan J. Koenig (Eds.), Foundations of low vision: Clinical and functional perspectives (pp. 185-220). New York: AFB.
11. Erin, J.N., Topor, I. (2010). Functional vision assessment of children with low vision, including those with multiple disabilities. In A. L. Corn & J. N. Erin (Eds.), Foundation of low vision (pp. 339-387). New York: AFB.
12. Ganesh, S., Sethi, S., Srivastav, S., Chaudhary, A., & Arora, P. (2013). Impact of low vision rehabilitation on functional vision performance of children with visual impairment. Oman Journal of Ophthalmology, 6(3), 170-174.
13. Holbrook, M. C. (1996). Children with visual impairments: A parents’ Guide. Bethesda: Woodbine House.
14. Isler, A. S. (2003). Yazili ders materyallerinde illustrasyon kullaniminin yeri ve onemi [Place and importance of illustration usage in written course materials]. Milli Egitim Dergisi, 157, 55-63.
15. Kilic, A., Seven, S. (2004). Konu alani ders kitabi incelemesi [Examination of subject area course book]. Ankara: Pegem.
16. Karatay, H., Pektas, S. (2012). Turkce ders kitaplarinin incelenmesine yonelik olcek gelistirme calismasi [A study to develop a scale to examine Turkish course books]. Adiyaman Universitesi Sosyal Bilimler Enstitusu Dergisi, 2012(10), 184-202.
17. Kaya, I. (1996). Ilkogretim ders kitaplarinda tasarim sorunlari, Turkiye ve Almanya’daki ders kitaplar [Design problems in primary school textbooks, textbooks in Turkey and Germany]. Ankara: Alman Kultur Merkezi.
18. Keser, H. (2004). Ilkogretim 4. sinif bilgisayar ders kitaplarinin gorsel tasarim ilkelerine gore degerlendirilmesi [Evaluatıon of the computer course textbooks used ın the 4th grade of prımary school ın terms of desıgn prıncıples]. Turk Egitim Bilimleri Dergisi, 2(3), 261-280.
19. Milli Egitim Bakanligi Ders Kitaplari ve Egitim Araclari Yonetmeligi [Ministry of National Education Textbooks and Educational Tools Regulation]. (2009). T.C. Resmi Gazete, 27449. Retrieved December 31, 2009, http://www.resmigazete.gov.tr/
20. O’dywer, P., Cakmak, S., Safak, P., Karakoc, T. (2013). Aile egitim rehberi gorme engelli cocuklar [Family education guide visually impaired children]. Ankara: Engelli ve Yasli Hizmetleri Genel Mudurlugu.
21. Ozyurek, M. (1998). Gorme engelliler [Visually impaired]. In Suleyman Eripek (Ed.), Ozel egitim [Special Education] (pp. 126-152). Eskisehir: Anadolu Universitesi Acik Ogretim Fakultesi.
22. Safak, P. (2013). Agir ve coklu yetersizligi olan cocuklarin egitimi [Education of children with severe and multiple disabilities] . Ankara: Vize.
23. Safak, P., Cakmak, S., Kan, A., & O’Dwyer, P. A. (2013). Gazi islevsel gorme degerlendirme araci ile az goren ogrencilerin gorme becerilerinin degerlendirilmesi [Evaluation of visual skills of under-seen students with Gazi functional visual assessment tool] . (TUBITAK Proje No: 111K549).
24. Tertemiz, N., Atasoy, B., Sahin, M., Kilic, Z., Ercan, L. (2001). Konu alani ders kitabi inceleme kilavuzu [Subject area textbook review guide]. Ankara: Nobel.
25. Teymen, H. I., Ozdemir, S. (2015). Az goren ogrencilerde punto buyutme, buyutec kullanma ve uyarlanmis bilgisayar teknolojisinin okuma hizi uzerindeki etkililigi [Effects of the use of enlarged font size, magnifier, and adapted computer technologies on reading speeds of students with visual impairments]. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 16(3), 195-212.
26. Veziroglu, M., Gonen, M. (2012). Resimli cocuk kitaplarinin MEB Okul Oncesi Egitim Programi’ndaki kazanimlara uygunlugunun incelenmesi [Review of the eligibility of picture books to the acquisition of the preschool education program of the ministry of national education]. Egitim ve Bilim, 37(163), 227-237.
27. Yildirim, A., Simsek, H. (2006). Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods in the social sciences]. Ankara: Seckin.