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İŞİTME ENGELLİ BİR ÖĞRENCİ İLE GERÇEKLEŞTİRİLEN BİRE BİR SÖYLEŞİLERDE ÖĞRETMEN YETERLİLİKLERİNİN İNCELENMESİ

Yıl 2012, Cilt: 10 Sayı: 3, 507 - 539, 01.09.2012

Öz

İşitme kayıplarından dolayı işitme engellilerin işitsel-sözel yaklaşıma dayalı yapılan eğitimlerinde
odakta dil ve iletişim becerilerini geliştirmek yer almaktadır. Dil ve iletişim becerilerinin bire bir söyleşi
ortamlarında etkili olarak geliştirilebileceği, ancak öğretmen yeterliliğinin de önemli olduğu
belirtilmektedir. Makalenin amacı, işitme engelli bir öğrenci ile gerçekleştirilen bire bir söyleşilerde
öğretmen yeterliliklerinin incelenmesidir. Süreç eylem araştırması olarak desenlenmiş ve söyleşi planları,
video kayıtları ve araştırmacı günlüğü veri kaynaklarından yararlanılmıştır. Katılımcılar Anadolu
Üniversitesi, İşitme Engellilerin Eğitimi Ana Bilim Dalı’nda görevli araştırmacı, aynı Ana Bilim dalında
görevli iki öğretim üyesi ve bir işitme engelli öğrencidir. Araştırma İşitme Engelli Çocuklar Eğitim
Araştırma ve Uygulama Merkezi’nde (İÇEM) yürütülmüştür. Araştırmanın sonunda öğretmenin, bire bir
söyleşileri gerçekleştirme bağlamında planlama, öğrenciye düşüncelerini ifade etmesi için süre vermede,
soru çeşitlerinde, kelimelerin yazılı formlarını göstermede gelişmesi söz konusu olmuştur.

Kaynakça

  • Brinko, K. T. (1993). The practice of giving feedback to improve teaching: What is effective? The Journal of Higher Education, 64(5), 574-593.
  • Clarke, B.R. ve Stewart, D.A. (1986). Reflections ond language programs for the hearing impaired. The Journal of Special Education, 20(2), 153-165.
  • Dale, P. S. (1991). The validity of a parent report measure of vocabulary and syntax at 24 months. Journal of Speech and Therapy Research, 34, 565-571.
  • Duncan, J. (1999). Conversational skills of children with hearing loss and children with normal hearing in an integrated setting. Volta Review, 101(4), 193- 211.
  • Easterbrooks, S., R. (2011). Konowledge and skills for teachers of individuals who are deaf or hard of hearing. Communication Disorders Quarterly, 30(12), 12-36.
  • Fan, M. Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study Hong Kong learners. The Modern Language Journal, 87, 222-241.
  • Girgin Ü. (2003a). Okuduğunu anlamada işitme engelli çocukların soru yanıt stratejilerini etkin kulanımı. Çağdaş Eğitim Dergisi, 302, 29-36.
  • Girgin, Ü. (2003b). İşitme engelli çocuklar için bireysel ve grup eğitimi. Tüfekçioğlu, U. (Ed.). İşitme, konuşma ve görme sorunu olan çocukların eğitimi. Eskişehir: Anadolu Üniversitesi, Açıköğretim Fakültesi Yayınları.
  • Jay, J. K., ve Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73– 85.
  • Johnson, C. E. (1997). Enhancing the conversational skills of children with hearing impairment. Language, Speech, and Hearing Services in Schools, 28, 137- 145.
  • Kretschmer, R.R. (1994). Issues in the development of school and interpersonal discourse for children who have heraring loss. Language, Speech and Hearing Services, 28, 374-383.
  • Laufer, B. ve Hulstijn, J. H. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51, 539- 558.
  • Lloyd, J.; Lieven, E. ve Arnold, P. (2001). Oral conversations between hearing- impaired children and their normally hearing peers and teachers. First Language, 21, 83-107.
  • Mahon, M. (2009). Interactions between a deaf child for whom English is an additional language and his specialist teacher in the first year at school: Combining words and gestures. Clinical Linguistics and Phonetics, 23(8), 611-629.
  • Ören, M. (2006). Child temperament, gender, teacher-child relationship, and teacher-child interactions. the florida state university. Unpublished Dissertation, The Florida State University College of Education.
  • Richard, R. ve Kretschmer, R.E. (1997). Issues in the development of school and interpersonal discourse for children who have hearing loss. Language, Speech, and Hearing Services in Schools, 28, 374-383.
  • Schirmer, B. R., Bailey, J., ve Schirmer, L. A. (2004). What verbal protocols reveal about the reading strategies of deaf students: A replication study. American Annals of the Deaf. 149(1), 5-16.
  • Silvestre, N.; Ramspott, A. ve Pareto, I. D. (2007). Conversational skills in a semistructured interview and self-concept in deaf students. Journal of Deaf Studies and Deaf Education, 12(1), 38-54.
  • Spencer, P.E. ve Marschark, M. (2006) Advances in the spoken language development of deaf and hard-of-hearing children. New York: Oxford University Press.
  • Toe, D.; Beattie, R. ve Barr, M. (2007). The development of pragmatic skills in children who are severely and profoundly deaf. Deafness and Education International, 9(2), 101-117.
  • Tough, J. (1977). The development of meaning: A study of children's use of language. New York: Wiley.
  • Tüfekçioğlu, U. (1998). Farklı eğitim ortamlarındaki işitme engelli öğrencilerin konuşma dillerinin incelenmesi. Eskişehir: Anadolu Üniversitesi Yayınları, No:
  • Tye-Murray, N. (1994). How to guide to develop and expand conversational skills of children and teenagers who are hearing ımpaired. Alex Graham Bell Assn for Deaf.
  • Uddin, M. J. ve Salam, A. (2010). Effective teaching and learning. Medicine Today, 22(1), 32-33.
  • Uzuner Y., İçden, G., Girgin, Ü., Beral, A. ve Kırcaali-İftar, G. (2005) An examination of ımpacts of text related questions on story grammar acquisition of three turkish youths with hearing loss. International Journal of Special Education, 20(2), 111-121.
  • Yoshinaga-Itonol, C. (1997). The châlenge of assessing language in children with hearing loss. Language, Speech, and Hearing Services in Schools, 28, 362- 373.
  • Westwood, P.E. ve Marschark, M. (2006). Advences in spoken language development of deaf and hard-of-hearing children. Oxford Uni. Press.
  • Wood, D., Wood, H., Grifiths, A., ve Howard, I. (1986). Teaching and talking with deaf children. Chichester, England: Wiley.

THE EXAMINATION OF TEACHER COMPETENCIES IN ONE-TO-ONE CONVERSATIONS WITH A HEARING - IMPAIRED STUDENT

Yıl 2012, Cilt: 10 Sayı: 3, 507 - 539, 01.09.2012

Öz

The focus point of the education based on auditory-oral approach for hearing-impaired students is to
develop their language and communication skills because of the hearing loss they have. It is noted that
their language and communication skills can be effectively developed in one-to-one conversations;
however the competency of the teacher also plays an important role. The objective of the article is the
examination of teacher competencies in one-to-one conversations with hearing-impaired students. The
process was organized as action research; conversation plans, video recordings and researcher notes
were used for the research. Participants were composed of a researcher and two lecturers from Anadolu
University Education of Hearing-impaired Department and a student with hearing loss. The research was
held in The Education, Research and Application Center for Hearing-impaired Children (ICEM). In the
research, the teacher planned the one-to-one conversations, gave the student enough time to express
his/her opinions and thoughts, and as the result of the research the student showed improvement in
associating and relating the question types and also in showing the written forms of the words.

Kaynakça

  • Brinko, K. T. (1993). The practice of giving feedback to improve teaching: What is effective? The Journal of Higher Education, 64(5), 574-593.
  • Clarke, B.R. ve Stewart, D.A. (1986). Reflections ond language programs for the hearing impaired. The Journal of Special Education, 20(2), 153-165.
  • Dale, P. S. (1991). The validity of a parent report measure of vocabulary and syntax at 24 months. Journal of Speech and Therapy Research, 34, 565-571.
  • Duncan, J. (1999). Conversational skills of children with hearing loss and children with normal hearing in an integrated setting. Volta Review, 101(4), 193- 211.
  • Easterbrooks, S., R. (2011). Konowledge and skills for teachers of individuals who are deaf or hard of hearing. Communication Disorders Quarterly, 30(12), 12-36.
  • Fan, M. Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study Hong Kong learners. The Modern Language Journal, 87, 222-241.
  • Girgin Ü. (2003a). Okuduğunu anlamada işitme engelli çocukların soru yanıt stratejilerini etkin kulanımı. Çağdaş Eğitim Dergisi, 302, 29-36.
  • Girgin, Ü. (2003b). İşitme engelli çocuklar için bireysel ve grup eğitimi. Tüfekçioğlu, U. (Ed.). İşitme, konuşma ve görme sorunu olan çocukların eğitimi. Eskişehir: Anadolu Üniversitesi, Açıköğretim Fakültesi Yayınları.
  • Jay, J. K., ve Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73– 85.
  • Johnson, C. E. (1997). Enhancing the conversational skills of children with hearing impairment. Language, Speech, and Hearing Services in Schools, 28, 137- 145.
  • Kretschmer, R.R. (1994). Issues in the development of school and interpersonal discourse for children who have heraring loss. Language, Speech and Hearing Services, 28, 374-383.
  • Laufer, B. ve Hulstijn, J. H. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51, 539- 558.
  • Lloyd, J.; Lieven, E. ve Arnold, P. (2001). Oral conversations between hearing- impaired children and their normally hearing peers and teachers. First Language, 21, 83-107.
  • Mahon, M. (2009). Interactions between a deaf child for whom English is an additional language and his specialist teacher in the first year at school: Combining words and gestures. Clinical Linguistics and Phonetics, 23(8), 611-629.
  • Ören, M. (2006). Child temperament, gender, teacher-child relationship, and teacher-child interactions. the florida state university. Unpublished Dissertation, The Florida State University College of Education.
  • Richard, R. ve Kretschmer, R.E. (1997). Issues in the development of school and interpersonal discourse for children who have hearing loss. Language, Speech, and Hearing Services in Schools, 28, 374-383.
  • Schirmer, B. R., Bailey, J., ve Schirmer, L. A. (2004). What verbal protocols reveal about the reading strategies of deaf students: A replication study. American Annals of the Deaf. 149(1), 5-16.
  • Silvestre, N.; Ramspott, A. ve Pareto, I. D. (2007). Conversational skills in a semistructured interview and self-concept in deaf students. Journal of Deaf Studies and Deaf Education, 12(1), 38-54.
  • Spencer, P.E. ve Marschark, M. (2006) Advances in the spoken language development of deaf and hard-of-hearing children. New York: Oxford University Press.
  • Toe, D.; Beattie, R. ve Barr, M. (2007). The development of pragmatic skills in children who are severely and profoundly deaf. Deafness and Education International, 9(2), 101-117.
  • Tough, J. (1977). The development of meaning: A study of children's use of language. New York: Wiley.
  • Tüfekçioğlu, U. (1998). Farklı eğitim ortamlarındaki işitme engelli öğrencilerin konuşma dillerinin incelenmesi. Eskişehir: Anadolu Üniversitesi Yayınları, No:
  • Tye-Murray, N. (1994). How to guide to develop and expand conversational skills of children and teenagers who are hearing ımpaired. Alex Graham Bell Assn for Deaf.
  • Uddin, M. J. ve Salam, A. (2010). Effective teaching and learning. Medicine Today, 22(1), 32-33.
  • Uzuner Y., İçden, G., Girgin, Ü., Beral, A. ve Kırcaali-İftar, G. (2005) An examination of ımpacts of text related questions on story grammar acquisition of three turkish youths with hearing loss. International Journal of Special Education, 20(2), 111-121.
  • Yoshinaga-Itonol, C. (1997). The châlenge of assessing language in children with hearing loss. Language, Speech, and Hearing Services in Schools, 28, 362- 373.
  • Westwood, P.E. ve Marschark, M. (2006). Advences in spoken language development of deaf and hard-of-hearing children. Oxford Uni. Press.
  • Wood, D., Wood, H., Grifiths, A., ve Howard, I. (1986). Teaching and talking with deaf children. Chichester, England: Wiley.
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA44HZ43EN
Bölüm Makaleler
Yazarlar

Hasan Gürgür Bu kişi benim

Ümit Girgin Bu kişi benim

Yıldız Uzuner Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2012
Gönderilme Tarihi 1 Eylül 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 10 Sayı: 3

Kaynak Göster

APA Gürgür, H., Girgin, Ü., & Uzuner, Y. (2012). İŞİTME ENGELLİ BİR ÖĞRENCİ İLE GERÇEKLEŞTİRİLEN BİRE BİR SÖYLEŞİLERDE ÖĞRETMEN YETERLİLİKLERİNİN İNCELENMESİ. Türk Eğitim Bilimleri Dergisi, 10(3), 507-539.

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