Derleme
BibTex RIS Kaynak Göster

Errorless Teaching Methods in Teaching Science to Students with Disabilities: Systematic Review

Yıl 2022, Cilt: 23 Sayı: 2, 481 - 506, 01.06.2022
https://doi.org/10.21565/ozelegitimdergisi.833253

Öz

Introduction: The use of effective teaching methods in special education is frequently emphasized in the literature. Errorless teaching methods are particularly effective in teaching academic skills. Similarly, errorless teaching methods are effective in science teaching. However, teachers mostly need knowledge and practice about effective teaching methods such as errorless teaching methods.
Method: In this study, the studies using the single-subject experimental research method in which errorless teaching methods are applied in science teaching to students with disabilities were examined in terms of certain variables with the descriptive analysis approach.
Findings: The research includes 19 studies published in national and international peer-reviewed journals between 2000 and 2020. The studies have been examined in some variables. It was found that the studies mostly used multiple baseline and multiple probe designs; 64 participants were included in the studies, and most of the participants had intellectual disability and autism spectrum disorder. In addition, constant time delay and simultaneous prompting teaching methods were used mostly.
Discussion: With this study, it is expected that the number of national studies may increase in which errorless teaching methods are applied and single-subject research models are used in the teaching of academic skills such as science to students with special needs.
Conclusion: It is seen that errorless teaching methods are quite effective in science teaching in special education.
Suggestions: The subject of effective methods can be added to teachers' in-service training programs. Studies on this issue can be increased in the national literature.

Kaynakça

  • Apanasionok, M. M., Hastings, R. P., Grindle, C. F., Watkins, R. C., & Paris, A. (2019). Teaching science skills and knowledge to students with developmental disabilities: A systematic review. Journal of Research in Science Teaching, 56(7), 847-880, https://doi.org/10.1002/tea.21531
  • Britton, N. S., Collins, B. C., Ault, M. J., & Bausch, M. E. (2017). Using a constant time delay procedure to teach support personnel to use a simultaneous prompting procedure. Focus on Autism and Other Developmental Disabilities, 32(2), 102-113 https://doi.org/10.1177/1088357615587505
  • Caseau, D., & Norman, K. (1997). Special education teachers use science-technology-society (STS) themes to teach science to students with learning disabilities. Journal of Science Teacher Education, 8(1), 55-68. https://doi.org/10.1023/A:1009453403131
  • Clements, D. H., & Sarama, J. (2016). Math, science, and technology in the early grades. The Future of Children, 26(2)75-94. https://www.jstor.org/stable/43940582
  • Collins, B. C., Evans, A., Creech-Galloway, C., Karl, J., & Miller, A. (2007). Comparison of the acquisition and maintenance of teaching functional and core content sight words in special and general education settings. Focus on Autism and Other Developmental Disabilities, 22(4), 220-233. http://dx.doi.org/10.1177/10883576070220040401
  • Collins, B. C., Hager, K. L., & Galloway, C. C. (2011). Addition of functional content during core content instruction with students with moderate disabilities. Education and Training in Autism and Developmental Disabilities, 46(1), 22-39. https://www.jstor.org/stable/23880028
  • Collins, B. C., Terrell, M., & Test, D. W. (2017). Using a simultaneous prompting procedure to embed core content when teaching a potential employment skill. Career Development and Transition for Exceptional Individuals, 40(1), 36-44, https://doi.org/1 0.1177/2165143416680347
  • Çapraz, C. (2016). Ortaokul özel alt sınıfta öğrenim gören zihinsel yetersizliğe sahip öğrencilere bazı maddelerin “katı, sıvı ve gaz” hallerinin doğrudan öğretim yöntemiyle öğretimi [Teaching the "solid, liquid and gas" states of some substances by direct instruction teaching method to students with intellectual disabilities] (Tez Numarası: 433815) [Doktora tezi, Atatürk Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Dağseven, D. (2001). Zihinsel engelli öğrencilere, temel toplama ve saat okuma becerilerinin kazandırılması, sürekliliği ve genellenebilirliğinde, doğrudan ve basamaklandırılmış öğretim yaklaşımlarına göre hazırlanan öğretim materyallerinin farklılaşan etkililiği (Tez Numarası: 108833) [Yüksek lisans tezi, Gazi Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Denizli, H. (2015). Fen bilimleri dersi öğretmenlerinin ve fen bilimleri dersini alan kaynaştırma öğrencilerinin kaynaştırma eğitimi uygulamaları sürecine ilişkin görüş ve önerileri [Opinions and suggestions of science class teachers and students with disabilities taking science class on the application process of inclusion practices] (Tez Numarası: 415476) [Yüksek lisans tezi, Giresun Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149-164. https://doi.org/10.1177/001440290507100202
  • Greene, A., & Bethune, K. S. (2019). The Effects of Systematic Instruction in a Group Format to Teach Science to Students with Autism and Intellectual Disability. Journal of Behavioral Education, 1-18, https://doi.org/10.1007/s10864-019-09353-6
  • Heinrich, S., Collins, B. C., Knight, V., & Spriggs, A. D. (2016). Embedded simultaneous prompting procedure to teach STEM content to high school students with moderate disabilities in an inclusive setting. Education and Training in Autism and Developmental Disabilities, 51(1), 41-54. https://www.jstor.org/stable/10.2307/26420363
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-179. https://doi.org/10.1177/001440290507100203
  • Jimenez, B. A., Browder, D. M., & Courtade, G. R. (2009). An exploratory study of self-directed science concept learning by students with moderate intellectual disabilities. Research and Practice for Persons with Severe Disabilities, 34(2), 33-46. https://doi.org/10.2511/rpsd.34.2.33
  • Jimenez, B. A., Browder, D. M., Spooner, F., & Dibiase, W. (2012). Inclusive inquiry science using peer-mediated embedded instruction for students with moderate intellectual disability. Exceptional Children, 78(3), 301-317. http://dx.doi.org/10.1177/001440291207800303
  • Jimenez, B. A., Lo, Y. Y., & Saunders, A. F. (2014). The additive effects of scripted lessons plus guided notes on science quiz scores of students with intellectual disability and autism. The Journal of Special Education, 47(4), 231-244. http://dx.doi.org/10.1177/0022466912437937
  • Johnson, J. W., McDonnell, J., Holzwarth, V. N., & Hunter, K. (2015). The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes. Journal of Positive Behavior Interventions, 6(4), 214-227. https://doi.org/10.1177/10983007040060040301
  • Karaçam, Z. (2013). Sistematik derleme metodolojisi: Sistematik derleme hazırlamak için bir rehber.[Systematic review methodology: A guide to preparing systematic reviews]. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 6(1), 26-33. https://dergipark.org.tr/en/pub/deuhfed/issue/46815/587078
  • Karl, J., Collins, B. C., Hager, K. D., & Ault, M. J. (2013). Teaching core content embedded in a functional activity to students with moderate intellectual disability using a simultaneous prompting procedure. Education and Training in Autism and Developmental Disabilities, 48(3), 363-378. https://www.jstor.org/stable/23880993
  • Knight, V. F., Spooner, F., Browder, D. M., Smith, B. R., & Wood, C. L. (2013). Using systematic instruction and graphic organizers to teach science concepts to students with autism spectrum disorders and intellectual disability. Focus on Autism and Other Developmental Disabilities, 28(2), 115-126. http://dx.doi.org/10.1177/1088357612475301
  • Kıyak, Ü. E., Tuna, D. M., & Tekin-İftar, E. (2019). Zihin yetersizliği olan bireylere güvenlik becerilerinin öğretimi: Kapsamlı betimsel analiz [Teaching safety skills to individuals with intellectual disabilities: Comprehensive descriptive analysis]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(1), 143-176. http://dx.doi.org/10.21565/ozelegitimdergisi.408927
  • Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26-38. https://doi.org/10.1177/0741932512452794
  • Lynch, S., Taymans, J., Watson, W. A., Ochsendorf, R. J., Pyke, C., & Szesze, M. J. (2007). Effectiveness of a highly rated science curriculum unit for students with disabilities in general education classrooms. Exceptional Children, 73(2), 202-223. https://doi.org/10.1177/001440290707300205
  • McMahon, D. D., Cihak, D. F., Wright, R. E., & Bell, S. M. (2015). Augmented reality for teaching science vocabulary to postsecondary education students with intellectual disabilities and autism. Journal of Research on Technology in Education, 48(1), 38-56. http://dx.doi.org/10.1080/15391523.2015.1103149
  • Mete, P. (2016). Ortaokul özel alt sınıfta öğrenim gören zihinsel yetersizliğe sahip öğrencilere bazı maddelerin “sert-yumuşak” özelliklerinin doğrudan öğretim yöntemiyle öğretimi [Teaching the "hard-soft" properties of some items by direct teaching method to students with intellectual disabilities studying in a special education classroom of a secondary school. (Tez Numarası: 442999 ) [Doktora tezi, Atatürk Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Mete, P., Çapraz, C., & Yıldırım, A. (2017). Zihinsel yetersizliğe sahip öğrenciler için fen eğitimi [Science education for students with disabilities]. Journal of Graduate School of Social Sciences, 21(1), 289-304. https://dergipark.org.tr/tr/pub/ataunisosbil/issue/35347/425793
  • Milli Eğitim Bakanlığı [Ministry of National Education]. (2005). İlköğretim fen ve teknoloji dersi (4 ve 5. sınıflar) öğretim programı [ Primary school science and technology classes (4th and 5th grades) curriculum]. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Milli Eğitim Bakanlığı [Ministry of National Education]. (2018). Özel Eğitim Hizmetleri Yönetmeliği [Special Education Services Regulation]. T.C Resmi Gazete [Official Gazette of the Republic of Turkey] (30471), 07 Temmuz [July] 2018.
  • Okcu, B., & Sözbilir, M. (2017). Görme yetersizliği olan öğrencilere yönelik bir etkinlik tasarımı: sigorta nedir? [An activity design for students with visually impaired: what is insurance?] Journal of Inquiry Based Activities, 7(1), 42-50. http://www.ated.info.tr/index.php/ated/article/view/64
  • Riesen, T., McDonnell, J., Johnson, J. W., Polychronis, S., & Jameson, M. (2003). A comparison of constant time delay and simultaneous prompting within embedded instruction in general education classes with students with moderate to severe disabilities. Journal of Behavioral Education, 12(4), 241-259. https://doi.org/10.1023/A:1026076406656
  • Riggs, L., Collins, B. C., Kleinert, H., & Knight, V. F. (2013). Teaching principles of heredity to high school students with moderate and severe disabilities. Research and Practice for Persons with Severe Disabilities, 38(1), 30-43. https://doi.org/10.2511/027494813807046971
  • Rivera, C. J., Hudson, M. E., Weiss, S. L., & Zambone, A. (2017). Using a multi component multimedia shared story intervention with an iPad to teach content picture vocabulary to students with developmental disabilities. Education and Treatment of Children, 40(3), 327-352. https://www.researchgate.net/publication/320013819
  • Scruggs, T. E., Mastropieri, M. A., & Boon, R. (1998). Science education for students with disabilities: A review of recent research. Studies in Science Education,32(1), 21-44. https://doi.org/10.1080/03057269808560126
  • Sinoplu, K. (2009). Zihinsel engellilerde matematik öğretimi [Teaching mathematics for students with disabilities] (Tez Numarası: 237249 ) [Yüksek lisans tezi, Selçuk Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Smith, B. R., Spooner, F., Jimenez, B. A., & Browder, D. (2013). Using an early science curriculum to teach science vocabulary and concepts to students with severe developmental disabilities. Education and Treatment of Children, 36(1), 1-31. http://dx.doi.org/10.1353/etc.2013.0002
  • Spooner, F., Knight, V., Browder, D., Jimenez, B., & DiBiase, W. (2011). Evaluating evidence-based practice in teaching science content to students with severe developmental disabilities. Research and Practice for Persons with Severe Disabilities, 36(1-2), 62-75. https://doi.org/10.2511/rpsd.36.1-2.62
  • Spooner, F., Knight, V. F., Browder, D. M., & Smith, B. R. (2012). Evidence-based practice for teaching academics to students with severe developmental disabilities. Remedial and Special Education, 33(6), 374-387. https://doi.org/10.1177/0741932511421634
  • Taylor, J. C., Rizzo, K. L., Hwang, J., & Hill, D. (2019). A review of research on science instruction for students with autism spectrum disorder. School Science and Mathematics, 120(2), 116-125. https://doi.org/10.1111/ssm.12388
  • Taylor, J. C., Rizzo, K. L., Hwang, J., & Hill, D. (2020). A review of research on science instruction for students with autism spectrum disorder. School Science and Mathematics, 120(2), 116-125, https://doi.org/10.1111/ssm.12388
  • Tekin-İftar, E., & Gül, S. O. (2017). Increasing instructional efficiency when using simultaneous prompting procedure in teaching academic skills to students with autism spectrum disorders. International Electronic Journal of Elementary Education, 9(2), 451-472. https://www.iejee.com/index.php/IEJEE/article/view/169
  • Therrien, W. J., Taylor, J. C., Hosp, J. L., Kaldenberg, E. R., & Gorsh, J. (2011). Science instruction for students with learning disabilities: A meta‐analysis. Learning Disabilities Research & Practice, 26(4), 188-203. https://doi.org/10.1111/j.1540-5826.2011.00340.x
  • Villanueva, M. G., Taylor, J., Therrien, W., & Hand, B. (2012). Science education for students with special needs. Studies in Science Education, 48(2), 187-215. https://doi.org/10.1080/14703297.2012.737117
  • Yorke-Servis, J. (2012). A comparison study on teacher-centered and inquiry-based instruction in science education of middle school students with learning disabilities: What is effective? [Unpublished doctoral dissertation]. Rowan University. https://rdw.rowan.edu/etd/231
  • Zawacki-Richter, O., Kerres, M., Bedenlier, S., Bond, M., & Buntins, K. (Eds.). (2020). Systematic reviews in educational research: Methodology, perspectives and application. Springer, Wiesbaden. https://doi.org/10.1007/978-3-658-27602-7
  • Zorluoğlu, S., & Sözbilir, M. (2017). Görme yetersizliği olan öğrencilerin öğrenmelerini destekleyici ihtiyaçlar [The needs that support the learning of students with visually impaired]. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 659-682. https://doi.org/10.24315/trkefd.279369

Özel Gereksinimli Öğrencilere Fen Bilimleri Öğretiminde Yanlışsız Öğretim Yöntemlerinin Kullanımı: Sistematik Derleme

Yıl 2022, Cilt: 23 Sayı: 2, 481 - 506, 01.06.2022
https://doi.org/10.21565/ozelegitimdergisi.833253

Öz

Giriş: Özel eğitimde etkili öğretim yöntemlerin kullanılması alanyazında sıkça vurgulanmaktadır. Özellikle akademik becerilerin öğretiminde yanlışsız öğretim yöntemleri oldukça etkilidir. Benzer şekilde fen bilimleri öğretiminde de yanlışsız öğretim yöntemlerinin etkili olduğu görülmektedir. Alanyazında yer alan uygulamaların incelenmesi ve tüm beceri öğretimlerinde olduğu gibi fen konularının öğretiminde de yanlışsız öğretim yöntemleri konusunda gereksinimlerin belirlenmesi gerekmektedir.
Yöntem: Çalışmada, özel gereksinimli öğrencilere fen öğretiminde yanlışsız öğretim yöntemlerinin uygulandığı ve tek-denekli araştırma modellerinin kullanıldığı araştırmalara ilişkin sistematik derleme yapılmıştır. Belirlenen anahtar kelimeler veritabanlarında taranmış ve toplam 19 makale çalışma kapsamında belirli değişkenler açısından betimsel analiz tekniği ile incelenmiştir.
Bulgular: Çalışmaya 2000-2020 yılları arasında ulusal ve uluslararası hakemli dergilerde yayımlanmış araştırmalar dâhil edilmiştir. Araştırmalarda çoğunlukla çoklu başlama ve çoklu yoklama desenlerinin kullanıldığı, araştırmalarda toplam 64 katılımcının yer aldığı, katılımcıların çoğunun zihin yetersizliği ve otizm spektrum bozukluğuna sahip öğrenciler olduğu görülmüştür. Ayrıca; kuvvet ve enerji, enerji dönüşümleri ve çevre kirliliği, canlılar dünyası gibi hedef davranışların öğretimine yer verildiği ve katılımcıların belirlenen hedef davranışları edindiği görülmüştür. Yanlışsız öğretim yöntemlerinden ise sabit bekleme süreli ve eş zamanlı ipucuyla öğretim yöntemlerinin daha yoğun olarak kullanıldığı görülmüştür.
Tartışma: Bu çalışma ile her tür ve düzeyde yetersizliğe sahip özel gereksinimli öğrencilere fen bilimleri gibi akademik becerilerin öğretimi konusunda yanlışsız öğretim yöntemlerinin uygulandığı ve tek-denekli araştırma modellerinin kullanıldığı ulusal çalışmaların sayısının artması beklenmektedir.
Sonuç: Özel eğitimde fen öğretiminde yanlışsız öğretim yöntemlerinin oldukça etkili olduğu görülmektedir. Ayrıca, araştırmaların tek-denekli araştırma yöntemleri kriterlerine uygun olarak gerçekleştirildiği belirlenmiştir.
Öneriler: Öğretmenlerin hizmet içi eğitim programlarına etkili yöntemler konusu eklenebilir. Ulusal alanyazında bu konuda uygulamalar ve çalışmalar artırılabilir.

Kaynakça

  • Apanasionok, M. M., Hastings, R. P., Grindle, C. F., Watkins, R. C., & Paris, A. (2019). Teaching science skills and knowledge to students with developmental disabilities: A systematic review. Journal of Research in Science Teaching, 56(7), 847-880, https://doi.org/10.1002/tea.21531
  • Britton, N. S., Collins, B. C., Ault, M. J., & Bausch, M. E. (2017). Using a constant time delay procedure to teach support personnel to use a simultaneous prompting procedure. Focus on Autism and Other Developmental Disabilities, 32(2), 102-113 https://doi.org/10.1177/1088357615587505
  • Caseau, D., & Norman, K. (1997). Special education teachers use science-technology-society (STS) themes to teach science to students with learning disabilities. Journal of Science Teacher Education, 8(1), 55-68. https://doi.org/10.1023/A:1009453403131
  • Clements, D. H., & Sarama, J. (2016). Math, science, and technology in the early grades. The Future of Children, 26(2)75-94. https://www.jstor.org/stable/43940582
  • Collins, B. C., Evans, A., Creech-Galloway, C., Karl, J., & Miller, A. (2007). Comparison of the acquisition and maintenance of teaching functional and core content sight words in special and general education settings. Focus on Autism and Other Developmental Disabilities, 22(4), 220-233. http://dx.doi.org/10.1177/10883576070220040401
  • Collins, B. C., Hager, K. L., & Galloway, C. C. (2011). Addition of functional content during core content instruction with students with moderate disabilities. Education and Training in Autism and Developmental Disabilities, 46(1), 22-39. https://www.jstor.org/stable/23880028
  • Collins, B. C., Terrell, M., & Test, D. W. (2017). Using a simultaneous prompting procedure to embed core content when teaching a potential employment skill. Career Development and Transition for Exceptional Individuals, 40(1), 36-44, https://doi.org/1 0.1177/2165143416680347
  • Çapraz, C. (2016). Ortaokul özel alt sınıfta öğrenim gören zihinsel yetersizliğe sahip öğrencilere bazı maddelerin “katı, sıvı ve gaz” hallerinin doğrudan öğretim yöntemiyle öğretimi [Teaching the "solid, liquid and gas" states of some substances by direct instruction teaching method to students with intellectual disabilities] (Tez Numarası: 433815) [Doktora tezi, Atatürk Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Dağseven, D. (2001). Zihinsel engelli öğrencilere, temel toplama ve saat okuma becerilerinin kazandırılması, sürekliliği ve genellenebilirliğinde, doğrudan ve basamaklandırılmış öğretim yaklaşımlarına göre hazırlanan öğretim materyallerinin farklılaşan etkililiği (Tez Numarası: 108833) [Yüksek lisans tezi, Gazi Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Denizli, H. (2015). Fen bilimleri dersi öğretmenlerinin ve fen bilimleri dersini alan kaynaştırma öğrencilerinin kaynaştırma eğitimi uygulamaları sürecine ilişkin görüş ve önerileri [Opinions and suggestions of science class teachers and students with disabilities taking science class on the application process of inclusion practices] (Tez Numarası: 415476) [Yüksek lisans tezi, Giresun Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149-164. https://doi.org/10.1177/001440290507100202
  • Greene, A., & Bethune, K. S. (2019). The Effects of Systematic Instruction in a Group Format to Teach Science to Students with Autism and Intellectual Disability. Journal of Behavioral Education, 1-18, https://doi.org/10.1007/s10864-019-09353-6
  • Heinrich, S., Collins, B. C., Knight, V., & Spriggs, A. D. (2016). Embedded simultaneous prompting procedure to teach STEM content to high school students with moderate disabilities in an inclusive setting. Education and Training in Autism and Developmental Disabilities, 51(1), 41-54. https://www.jstor.org/stable/10.2307/26420363
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-179. https://doi.org/10.1177/001440290507100203
  • Jimenez, B. A., Browder, D. M., & Courtade, G. R. (2009). An exploratory study of self-directed science concept learning by students with moderate intellectual disabilities. Research and Practice for Persons with Severe Disabilities, 34(2), 33-46. https://doi.org/10.2511/rpsd.34.2.33
  • Jimenez, B. A., Browder, D. M., Spooner, F., & Dibiase, W. (2012). Inclusive inquiry science using peer-mediated embedded instruction for students with moderate intellectual disability. Exceptional Children, 78(3), 301-317. http://dx.doi.org/10.1177/001440291207800303
  • Jimenez, B. A., Lo, Y. Y., & Saunders, A. F. (2014). The additive effects of scripted lessons plus guided notes on science quiz scores of students with intellectual disability and autism. The Journal of Special Education, 47(4), 231-244. http://dx.doi.org/10.1177/0022466912437937
  • Johnson, J. W., McDonnell, J., Holzwarth, V. N., & Hunter, K. (2015). The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes. Journal of Positive Behavior Interventions, 6(4), 214-227. https://doi.org/10.1177/10983007040060040301
  • Karaçam, Z. (2013). Sistematik derleme metodolojisi: Sistematik derleme hazırlamak için bir rehber.[Systematic review methodology: A guide to preparing systematic reviews]. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 6(1), 26-33. https://dergipark.org.tr/en/pub/deuhfed/issue/46815/587078
  • Karl, J., Collins, B. C., Hager, K. D., & Ault, M. J. (2013). Teaching core content embedded in a functional activity to students with moderate intellectual disability using a simultaneous prompting procedure. Education and Training in Autism and Developmental Disabilities, 48(3), 363-378. https://www.jstor.org/stable/23880993
  • Knight, V. F., Spooner, F., Browder, D. M., Smith, B. R., & Wood, C. L. (2013). Using systematic instruction and graphic organizers to teach science concepts to students with autism spectrum disorders and intellectual disability. Focus on Autism and Other Developmental Disabilities, 28(2), 115-126. http://dx.doi.org/10.1177/1088357612475301
  • Kıyak, Ü. E., Tuna, D. M., & Tekin-İftar, E. (2019). Zihin yetersizliği olan bireylere güvenlik becerilerinin öğretimi: Kapsamlı betimsel analiz [Teaching safety skills to individuals with intellectual disabilities: Comprehensive descriptive analysis]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(1), 143-176. http://dx.doi.org/10.21565/ozelegitimdergisi.408927
  • Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26-38. https://doi.org/10.1177/0741932512452794
  • Lynch, S., Taymans, J., Watson, W. A., Ochsendorf, R. J., Pyke, C., & Szesze, M. J. (2007). Effectiveness of a highly rated science curriculum unit for students with disabilities in general education classrooms. Exceptional Children, 73(2), 202-223. https://doi.org/10.1177/001440290707300205
  • McMahon, D. D., Cihak, D. F., Wright, R. E., & Bell, S. M. (2015). Augmented reality for teaching science vocabulary to postsecondary education students with intellectual disabilities and autism. Journal of Research on Technology in Education, 48(1), 38-56. http://dx.doi.org/10.1080/15391523.2015.1103149
  • Mete, P. (2016). Ortaokul özel alt sınıfta öğrenim gören zihinsel yetersizliğe sahip öğrencilere bazı maddelerin “sert-yumuşak” özelliklerinin doğrudan öğretim yöntemiyle öğretimi [Teaching the "hard-soft" properties of some items by direct teaching method to students with intellectual disabilities studying in a special education classroom of a secondary school. (Tez Numarası: 442999 ) [Doktora tezi, Atatürk Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Mete, P., Çapraz, C., & Yıldırım, A. (2017). Zihinsel yetersizliğe sahip öğrenciler için fen eğitimi [Science education for students with disabilities]. Journal of Graduate School of Social Sciences, 21(1), 289-304. https://dergipark.org.tr/tr/pub/ataunisosbil/issue/35347/425793
  • Milli Eğitim Bakanlığı [Ministry of National Education]. (2005). İlköğretim fen ve teknoloji dersi (4 ve 5. sınıflar) öğretim programı [ Primary school science and technology classes (4th and 5th grades) curriculum]. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Milli Eğitim Bakanlığı [Ministry of National Education]. (2018). Özel Eğitim Hizmetleri Yönetmeliği [Special Education Services Regulation]. T.C Resmi Gazete [Official Gazette of the Republic of Turkey] (30471), 07 Temmuz [July] 2018.
  • Okcu, B., & Sözbilir, M. (2017). Görme yetersizliği olan öğrencilere yönelik bir etkinlik tasarımı: sigorta nedir? [An activity design for students with visually impaired: what is insurance?] Journal of Inquiry Based Activities, 7(1), 42-50. http://www.ated.info.tr/index.php/ated/article/view/64
  • Riesen, T., McDonnell, J., Johnson, J. W., Polychronis, S., & Jameson, M. (2003). A comparison of constant time delay and simultaneous prompting within embedded instruction in general education classes with students with moderate to severe disabilities. Journal of Behavioral Education, 12(4), 241-259. https://doi.org/10.1023/A:1026076406656
  • Riggs, L., Collins, B. C., Kleinert, H., & Knight, V. F. (2013). Teaching principles of heredity to high school students with moderate and severe disabilities. Research and Practice for Persons with Severe Disabilities, 38(1), 30-43. https://doi.org/10.2511/027494813807046971
  • Rivera, C. J., Hudson, M. E., Weiss, S. L., & Zambone, A. (2017). Using a multi component multimedia shared story intervention with an iPad to teach content picture vocabulary to students with developmental disabilities. Education and Treatment of Children, 40(3), 327-352. https://www.researchgate.net/publication/320013819
  • Scruggs, T. E., Mastropieri, M. A., & Boon, R. (1998). Science education for students with disabilities: A review of recent research. Studies in Science Education,32(1), 21-44. https://doi.org/10.1080/03057269808560126
  • Sinoplu, K. (2009). Zihinsel engellilerde matematik öğretimi [Teaching mathematics for students with disabilities] (Tez Numarası: 237249 ) [Yüksek lisans tezi, Selçuk Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Smith, B. R., Spooner, F., Jimenez, B. A., & Browder, D. (2013). Using an early science curriculum to teach science vocabulary and concepts to students with severe developmental disabilities. Education and Treatment of Children, 36(1), 1-31. http://dx.doi.org/10.1353/etc.2013.0002
  • Spooner, F., Knight, V., Browder, D., Jimenez, B., & DiBiase, W. (2011). Evaluating evidence-based practice in teaching science content to students with severe developmental disabilities. Research and Practice for Persons with Severe Disabilities, 36(1-2), 62-75. https://doi.org/10.2511/rpsd.36.1-2.62
  • Spooner, F., Knight, V. F., Browder, D. M., & Smith, B. R. (2012). Evidence-based practice for teaching academics to students with severe developmental disabilities. Remedial and Special Education, 33(6), 374-387. https://doi.org/10.1177/0741932511421634
  • Taylor, J. C., Rizzo, K. L., Hwang, J., & Hill, D. (2019). A review of research on science instruction for students with autism spectrum disorder. School Science and Mathematics, 120(2), 116-125. https://doi.org/10.1111/ssm.12388
  • Taylor, J. C., Rizzo, K. L., Hwang, J., & Hill, D. (2020). A review of research on science instruction for students with autism spectrum disorder. School Science and Mathematics, 120(2), 116-125, https://doi.org/10.1111/ssm.12388
  • Tekin-İftar, E., & Gül, S. O. (2017). Increasing instructional efficiency when using simultaneous prompting procedure in teaching academic skills to students with autism spectrum disorders. International Electronic Journal of Elementary Education, 9(2), 451-472. https://www.iejee.com/index.php/IEJEE/article/view/169
  • Therrien, W. J., Taylor, J. C., Hosp, J. L., Kaldenberg, E. R., & Gorsh, J. (2011). Science instruction for students with learning disabilities: A meta‐analysis. Learning Disabilities Research & Practice, 26(4), 188-203. https://doi.org/10.1111/j.1540-5826.2011.00340.x
  • Villanueva, M. G., Taylor, J., Therrien, W., & Hand, B. (2012). Science education for students with special needs. Studies in Science Education, 48(2), 187-215. https://doi.org/10.1080/14703297.2012.737117
  • Yorke-Servis, J. (2012). A comparison study on teacher-centered and inquiry-based instruction in science education of middle school students with learning disabilities: What is effective? [Unpublished doctoral dissertation]. Rowan University. https://rdw.rowan.edu/etd/231
  • Zawacki-Richter, O., Kerres, M., Bedenlier, S., Bond, M., & Buntins, K. (Eds.). (2020). Systematic reviews in educational research: Methodology, perspectives and application. Springer, Wiesbaden. https://doi.org/10.1007/978-3-658-27602-7
  • Zorluoğlu, S., & Sözbilir, M. (2017). Görme yetersizliği olan öğrencilerin öğrenmelerini destekleyici ihtiyaçlar [The needs that support the learning of students with visually impaired]. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 659-682. https://doi.org/10.24315/trkefd.279369
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Hicran Denizli Gülboy Bu kişi benim 0000-0001-6732-1536

Meral Melekoğlu 0000-0003-4349-9959

Yayımlanma Tarihi 1 Haziran 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 23 Sayı: 2

Kaynak Göster

APA Denizli Gülboy, H., & Melekoğlu, M. (2022). Özel Gereksinimli Öğrencilere Fen Bilimleri Öğretiminde Yanlışsız Öğretim Yöntemlerinin Kullanımı: Sistematik Derleme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(2), 481-506. https://doi.org/10.21565/ozelegitimdergisi.833253




The content of the Journal of Special Education is licensed under Creative Commons Attribution-NonCommercial 4.0 International Licence. 

download 13337  download         download