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

Yıl 2024, Cilt: 10 Sayı: 2, 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

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