Disleksili çocukların öğretmen görüşleri doğrultusunda ihtiyaçlarının belirlenmesi

Öz

Disleksili çocukların eğitim boyutundaki ihtiyaçlarının öğretmen görüşleri doğrultusunda belirlemek amacıyla yapılan araştırma nitel desende yürütülmüştür. Çalışmaya, farklı ilkokullarda ve rehabilitasyon merkezlerinde disleksili çocuklarla çalışan 11 sınıf ile 7 özel eğitim öğretmeni dahil edilmiştir. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen “İhtiyaç Belirleme Formu” kullanılmıştır. Veriler, öğretmenlerle yapılan bireysel görüşmeler sonucu elde edilmiş ve betimsel analiz yöntemiyle çözümlenmiştir. Analiz sonucunda bulgular “Eğitim, Yönerge ve Sosyallik” olmak üzere üç ana tema çerçevesinde incelenmiştir. Araştırma sonucunda öğretmenler disleksili çocukların okuma hatalarının genellikle harf hataları ve akıcı okuma hatalarından kaynaklandığını, öğrenme materyallerinin çocukların gelişimine uygun olmamasının öğrenmeyi güçleştirdiğini, sadeleştirilmiş, görsel destekli ve çoklu duyuya hitap eden içeriklerin öğrenme motivasyonunu ve öğrenmeyi artırdığını; çocukların sıralı yönergeleri takip etmede, zamanı algılama- yönetme becerilerinde ve sorumluluklarını yerine getirme hususunda güçlük yaşadıklarını, bu nedenle kısa, açık ve görsel destekli yönergelere ve bilişsel süreçleri yapılandırmaya yönelik çalışmalara ihtiyaç duyduklarını; çocukların öğretmenleri ve akranlarıyla iletişim kurmakta zorlandıklarını, grup çalışmalarında pasif rol üstlendiklerini, akran ilişkilerinde çekingen davrandıklarını ve zaman zaman zorbalığa maruz kaldıklarını, bazı çocukların anlaşılamamaktan kaynaklı şiddete eğilim gösterebildiklerini ve özgüven gelişimi açısından desteklenmeye ihtiyaç duyduklarını belirtmişlerdir. Bulgular, disleksili çocukların eğitim süreçlerinde akademik gereksinimlerin yanı sıra bilişsel, duygusal ve sosyal ihtiyaçların da dikkate alınması gerektiğini ortaya koymaktadır. Sonuç olarak, disleksili çocukların bilişsel farklılıklarını göz önünde bulunduran ve çoklu duyuya hitap eden, yönerge takibini kolaylaştıran, anlık geribildirimlerde bulunan, aile katılımını ve sosyal etkileşimi teşvik eden ve özgüven gelişimini destekleyen bütüncül bir eğitimin sağlanmasının önemli olduğu söylenebilir. Bu doğrultuda müdahale programlarının gelişime uygun, sade, erişilebilir, bireyselleştirilebilir ve çoklu duyuya dayalı tasarım ilkeleriyle hazırlanması önerilir.

Anahtar Kelimeler

• disleksi
• özel eğitim
• ihtiyaç analizi
• öğretmen görüşleri
• materyal geliştirme
• eğitim programları

Etik Beyan

Bu çalışma birinci yazarın, ikinci yazarın danışmanlığında hazırladığı doktora tezinden üretilmiştir. Ankara Hacı Bayram Veli Üniversitesi Etik Kurulu, , 27.07.2022 tarihli E-11054618-302.08.01-114327 sayılı kararıyla onay alınmştır.

Identifying the needs of children with Dyslexia based on teachers’ perspectives

Öz

This research, conducted using a qualitative design, aimed to determine the educational needs of dyslexic children based on teachers’opinions. The study, included 11 classroom teachers and 7 special education teachers working with dyslexic children in different primary schools and rehabilitation centers. The ‘’Needs Assessment Form,’’ developed by the researchers, was used as the data collection tool. Data were obtained through individual interviews with teachers and analyzed using descriptive analysis. The findings were examined within the framework of three main themes: ‘’Education, Instruction, and Socialization.’’ The research results showed that teachers noted that dyslexic children’s reading errors generally stem from spelling and fluency errors; that learning materials unsuitable for children’s development hinder learning; that simplified, visually supported, and multisensory content increases learning motivation and effectiveness; and that children experience difficulties in following sequential instructions, managing time, and fulfilling their responsibilities, therefore needing short, clear, and visually supported instructions and activities aimed at structuring cognitive processes. The study indicated that children with dyslexia have difficulty communicating with their teachers and peers, take passive roles in group work, behave shyly in peer relationships, and are sometimes subjected to bullying. Some children may exhibit violent tendencies due to feeling misunderstood, and they need support in developing self-confidence. The findings reveal that in the educational processes of children with dyslexia, cognitive, emotional, and social needs should be considered alongside academic requirements. In conclusion, it can be said that providing a holistic education that takes into account the cognitive differences of children with dyslexia, appeals to multiple senses, facilitates instruction following, provides immediate feedback, encourages family participation and social interaction, and supports the development of self-confidence is important. Accordingly, it is recommended that intervention programs be prepared based on developmental, simple, accessible, individualized, and multisensory design principles.

Anahtar Kelimeler

• Dyslexia
• special education
• needs analysis
• teacher feedback
• material development
• educational program

Kaynakça

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