Görme Engelli Öğretmen Adayının Dil ve Yaşam Becerilerine Dair Bir Anlatı Araştırması

Yıl 2024, , 400 - 428, 29.10.2024

Betül Keray Dinçel

https://doi.org/10.31464/jlere.1530513

Öz

Bu çalışmada görme engelli bir öğretmen adayının dil ve yaşam becerilerinin betimlenmesine yönelik olarak nitel araştırma yöntemlerinden anlatı araştırması yöntemi kullanılmıştır. Yarı-yapılandırılmış görüşmeler, yazışmalar ve fotoğraflar aracılığıyla veriler toplanmıştır. Veriler belirli bir kronolojiye göre yapılandırılarak temalara ayrılmıştır. Öğrenim hayatı boyunca tahtada yazılanları okuyamama, voleybol oynayamadığı için dışlanma, yeteri kadar özgüven sahibi olamamaktan yakınmıştır. Dil becerilerinde en fazla okuma becerisinde sorun yaşamaktadır. Başta yazı tipi boyutu olmak üzere baskıya özellikler (harf aralığı, satır aralığı, yazı tipi) okumasını etkilemektedir. Okuma yardımcıları gözlük, büyüteç ve tablettir. Okuma hızını o anki görüşü belirlemektedir. Ayrıca okurken yutma, yanlış telaffuz, yer değiştirme, çıkarma hataları yapmaktadır. Yazma becerisinin de iyi olmadığını ancak dinleme ve konuşma becerilerinde hiçbir sorun yaşamadığını belirtmiştir. Yaşam becerileri bakımından otobüse binme, çevredeki yazıları tabelaları okuma, mekân, yer-yön algısı, karşıdan gelen kişiyi tanıma, gece görüşü, voleybol oynama gibi becerilerde sorun yaşamaktadır. Üniversiteye başlamasıyla görmeyle yakından ilişkili pek çok ilgi alanı edinmiş özgüvenli, arkadaşları tarafından takdir edilen bir birey haline gelmiştir.

Anahtar Kelimeler

görme engeli, dil becerileri, yaşam becerileri

Etik Beyan

Aksaray Üniversitesi İnsan Araştırmaları Etik Kurulu tarafından onaylanmıştır.

A Narrative Research on Language and Life Skills of a Visually Impaired Teacher Candidate

Öz

In this study, the qualitative research method, narrative research method, was used to describe the language and life skills of a visually impaired teacher candidate. Data were collected through semi-structured interviews, correspondence and photographs. The data was structured according to a certain chronology and divided into themes. Throughout her education life, she complained about not being able to read what was written on the board, being excluded because she could not play volleyball, and not having enough self-confidence. She has the most problems with her reading skills in terms of language skills. Especially the font size, print characteristics (letter spacing, line spacing, font type) affect her reading. Reading aids are glasses, magnifying glasses and tablets. Her current vision determines her reading speed. She also makes errors such as swallowing, mispronouncing, changing places and subtracting while reading. She stated that her writing skills are not good either, but she has no problems with her listening and speaking skills. In terms of life skills, she has problems with skills such as getting on the bus, reading signs and writings in the environment, perception of space, place and direction, recognizing the person coming from the opposite direction, night vision and playing volleyball. Since starting university, she has acquired many interests closely related to vision and has become a self-confident individual who is admired by her friends.

Anahtar Kelimeler

visual disability, language skills, life skills

Kaynakça

• Alabdulkader, B., & Leat, S. J. (2010). Reading in children with low vision. Journal of Optometry, 3(2), 68-73.
• Atasavun Uysal, S., & Akı, E. (2012). Relationship between writing skills and visual-motor control in low-vision students. Perceptual and Motor Skills: Perception, 115(1), 111-119. DOI 10.2466/24.27.25.PMS.115.4.111-119.
• Atasavun Uysal, S., & Düger, T. (2012). Writing and reading training effects on font type and size preferences by students with low vision. Perceptual and Motor Skills, 114(3), 837-846.
• Aydın, G. (2019). Yazma eğitimi ile ilgili temel kavramlar. In. H. Karatay (Ed.), Dil eğitiminin temel kavramları (pp. 73-101). Ankara: Asos Yayınları.
• Barone, T. (2007). A return to the gold standard? Questioning the future of narrative construction as educational research. Qualitative Inquiry, 13(4), 454-470.
• Bingöl Kızıltunç, P., İdil, A., Atilla, H., Topalkara, A., & Alay, C. (2017). Görme engelliler okulu taraması sonuçları. Turk J Ophthalmol, 47, 216-220.
• Boey, D., Tse, T., Lim, Y. H., Chan, M. L., Fitzmaurice, K., & Carey, L. (2022) The impact of low vision on activities, participation, and goals among older adults: A scoping review. Disability and Rehabilitation, 44(19), 5683-5707. DOI: 10.1080/09638288.2021.1937340
• Bosman, A. M. T., Gompel, M., Vervloed, M. P. J., & Bon, W. H. J. (2006). Low vision affects the reading process quantitatively but not qualitatively. The Journal of Special Education, 39(4), 208-219.
• Bragg, D., Bennett, C., Reinecke, K., Ladner, R. (2018). A large inclusive study of human listening rates. CHI 2018, 21–26 April (pp. 1-12). Montréal, Canada.
• Caine, V., & Steeves, P. (2009). Imagining and playfulness in narrative inquiry. International Journal of Education & the Arts, 10(25), 1-14. http://www.ijea.org/v10n25/.
• Carter, K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22(1), 5-18.
• Casey, K. (1995). The new narrative research in education. Review of Research in Education, 21, 211-253.
• Chang, C-J., Lo, C. O., & Chuang, S-C. (2020). Applying video modeling to promote the handwriting accuracy of students with low vision using mobile technology. Journal of Visual Impairment & Blindness, 114(5) 406-420.
• Cheong, A. M., Lovie‐kitchin, J. E., & Bowers, A. R. (2002) Determining magnification for reading with low vision. Clinical and Experimental Optometry, 85(4), 229-237.
• Chung, S. T. L. (2012). Dependence of reading speed on letter spacing in central vision loss. Optom Vis Sci., 89(9), 1288–1298. doi:10.1097/OPX.0b013e318264c9dd.
• Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry. San Francisco: Jossey-Bass.
• Clandinin, D. J., & Connelly, F. M. (1998). Stories to live by: Narrative understandings of school reform. Curriculum Inquiry, 28(2), 149-164.
• Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research (pp. 375-385). Mahwah, NJ: Lawrence Erlbaum.
• Coulter, C. A., Smith, M. L. (2009). Discourse on narrative research the construction zone: Literary elements in narrative research. Educational Researcher, 38(8), 577–590. 10.3102/0013189X09353787
• Coulter, C., Michael, C., & Poynor, L. (2007). Storytelling as pedagogy: An unexpected outcome of narrative inquiry. Curriculum Inquiry, 37(2), 103-122.
• Douglas, G., Grimley, M., McLinden, M., & Watson, L. (2004). Reading errors made by children with low vision. Ophthal. Physiol. Opt., 24(4), 319–322.
• Farmer, J., & Morse, S. E. (2007). Project magnify: Increasing reading skills in students with low vision. Journal of Visual Impairment & Blindness, 101(12), 763-768.
• Granquist, C., Wu, Y.H., Gage, R., Crossland, M. D., & Legge, G. E. (2018). How people with low vision achieve magnification in digital reading. Optom Vis Sci; 95(9), 711–719.
• Güven, Z., Atasavun Uysal, S. (2022). Kinematic analysis of handwriting movements and pencil grip patterns in children with low vision. Human Movement Science, 81, 1-11.
• Harrison, C. M. (2004). Low-vision reading aids: Reading as a pleasurable experience. Pers Ubiquit Comput, 8, 213–220.
• Işıtan, D., Okyar, S. (2024). Comparison of phonological awareness and listening comprehension skills of visually impaired and sighted children in preschool period. British Journal of Visual Impairment, 1-13. https://doi.org/10.1177/02646196241267958
• Karadağ, Ö. (2013). Yazma eğitiminde anlatım tarzları ve öğretimi. In M. Özbay (Ed.), Yazma eğitimi (151-179). Ankara: Pegem.
• Korkmaz, B. (2008). Konuşma eğitimi. In Eds. A. Tazebay, S. Çelenk (Ed.), Türkçe öğretimi ilke-yöntem-teknikler (187-219). Ankara: Maya Akademi.
• Latham, K. (2018). Benefits of low vision aids to reading accessibility. Vision Research, 153, 47–52.
• Legge, G. E. (2016). Reading digital with low vision. Visible Lang, 50(2), 102–125.
• Lovie–kitchin, J. (2011). Reading with low vision: the impact of research on clinical management. Clinical and Experimental Optometry, 94(2), 121-132, DOI: 10.1111/j.1444-0938.2010.00565.x
• Mangione, C. M., Berry, S., Spritzer, K., Janz, N. K., Klein, R., Owsley, C., & Lee, P. P. (1998). Identifying the content area for the 51-item national eye institute visual function questionnaire. Arch Ophthalmol, 116, 227-233.
• Margrain, T. H. (2000). Helping blind and partially sighted people to read: The effectiveness of low vision aids. Br J Ophthalmol, 84, 919–921.
• Ménard, L., Trudeau-Fisette, P., Côté, D., Turgeon, C. (2016). Speaking clearly for the blind: Acoustic and articulatory correlates of speaking conditions in sighted and congenitally blind speakers. PLOS ONE, 11(9), 1-17. doi:10.1371/journal.pone.0160088
• Omar, R., & Mohammed, Z. (2005). Relationship between vision and reading performance among low vision students. International Congress Series, 1282, 679–683.
• Özbay, M. (2005). Bir dil becerisi olarak dinleme eğitimi. Ankara: Akçağ.
• Özdemir, M. (1986). Güzel ve etkili konuşma sanatı. İstanbul: Remzi.
• Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5–23. doi:10.1080/0951839950080103
• Rubin, G. S., & Turano, K. (1994). Low vision reading with sequential word presentation. Vision Res., 34(13), 1723-17331.
• Ryan, E. B., Anas, A. P., Beamer, M., & Bajorek, S. (2003). Coping with age-related vision loss in everyday reading activities. Educational Gerontology, 29(1), 37-54, DOI: 10.1080/713844234
• Squire, C., Davis, M., Esin, C., Andrews, M., Harrison, B., Hyden, L-C., & Hyden, M. (2014). What is narrative research. London: Bloomsbury.
• Stelmack, J. (2001). Quality of life of low-vision patients and outcomes of low-vision rehabilitation. Optometry and Vision Science, 78(5), 335–342. 1040-5488/01/7805-0335/0
• Tarita-Nistor L., Gonzalez, E. G., Mandelcorn, M. S., Brent, M. H., Markowitz, S. N. & Steinbach, M. J. (2018). The reading accessibility index and quality of reading grid of patients with central vision loss. Ophthalmic Physiol Opt, 38, 88–97. https://doi.org/10.1111/opo.12429.
• Whittaker, S. G., & Lovie-Kitchin, J. (1993). Visual requirements for reading. Optometry and Vision Science, 70(1), 54-65.
• World Health Organization (2012). Global data on visual impairments 2010.
• World Health Organization (WHO). (2019). World report on vision. Geneva: World Health Organization.