Zihinsel Yetersizliği Olan Çocuklar İçin Hibrit Okuma-Yazma Öğretim Yöntemi

Yıl 2019, , 177 - 208, 01.03.2019

F. Nur Akçin

https://doi.org/10.21565/ozelegitimdergisi.413092

Öz

Zihinsel Yetersizliği Olan Çocuklar İçin Hibrit Okuma-Yazma Öğretim Yöntemi

Öz

Ülkemizde zihinsel yetersizliği olan çocuklar için özel bir
okuma-yazma öğretim yöntemi bulunmaması nedeniyle normal gelişim gösteren
çocuklar için kullanılan yöntemler çoğu zaman aynen, bazen de uyarlamalar
yapılarak kullanılmaktadır. Bu yöntemler, zihinsel yetersizliği hafif derecede
olan çocuklarda öğretimsel uyarlamalarla başarılı şekilde uygulanabilirken,
orta ve ağır derecede olan çocuklarda görülen bilişsel ve öğrenme
özelliklerinden dolayı aynı başarı sağlanamamaktadır. Zihinsel yetersizliği
ağır derecede olan çocuklar için hedef, işlevsel okuma ile sınırlı olmasına
karşın, orta derecede olan çocuklar için akademik okur-yazarlığa ulaşmaktır.
Hibrit okuma-yazma öğretim yöntemi, zihinsel yetersizliği olan çocuklara
okuma-yazma öğretimi alanındaki bilimsel araştırma sonuçlarının taranması ve
derlenmesi ile oluşturulmuştur. Bu yöntem, görsel sözcük öğretimi, harf bilgisi
öğretimi, tek heceli sözcükleri okuma öğretimi, çok heceli sözcükleri okuma
öğretimi olmak üzere hiyerarşik aşamalardan oluşur. Yöntemin uygulanması
sırasında görsel sözcük okuma stratejisi, analitik fonik strateji ve benzetme
stratejisi olmak üzere üç farklı stratejinin birlikte kullanılması nedeniyle
hibrit/karma bir öğretim yöntemi olma özelliği gösterir.

Anahtar Kelimeler

Okuma-yazma öğretimi, orta/ciddi derece yetersizlik

Kaynakça

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