ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM

Tahsin Fırat; Ahmet Bildiren

doi:10.24315/tred.917755

ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM

Öz

Öğrenme güçlüğü olan öğrencilerin erken ve doğru tanılanması ile ilgili problemler güncelliğini korumaktadır. Son 50 yıllık deneyimler öğrenme güçlüğü olan öğrencilerin tanılanmasında farklı bakış açılarının oluşmasına neden olmuştur. Bu süreç boyunca yaygın olarak IQ-Başarı Tutarsızlığı, Müdahaleye Yanıt ve Güçlü ve Zayıf Yönler Örüntüsü Modellerinin öğrenme güçlüğü olan öğrencileri tanılamada kullanıldığı görülmektedir. Kullanılan her bir modelin öğrenme güçlüğü olan öğrencileri tanılamada belirli avantajlarının ve dezavantajlarının olduğunu söylemek mümkündür. Bu modellerin özelliklerinin, avantajlarının ve dezavantajlarının ayrıntılı bir şekilde ortaya konulması öğrenme güçlüğü olan öğrencilerin doğru tanılanmasına katkı sağlayacaktır. Türkiye’nin öğrenme güçlüğü olan öğrencilerin tanılanmasındaki problemlerin üstesinden gelebilmesi için uluslararası alanyazında yer alan deneyimlerden faydalanması gerekmektedir. Bu doğrultuda öğrenme güçlüğü olan öğrencilerin tanılanmasında Hibrit olarak ifade edilen karma modeller önerilmektedir.

Anahtar Kelimeler

Kaynakça

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Ayrıntılar

Birincil Dil

Türkçe

Konular

Eğitim Üzerine Çalışmalar

Bölüm

Derleme

Yazarlar

Tahsin Fırat ^*
0000-0002-3577-7907
Türkiye

Ahmet Bildiren
0000-0003-3021-4299
Türkiye

Yayımlanma Tarihi

30 Mayıs 2022

Gönderilme Tarihi

16 Nisan 2021

Kabul Tarihi

6 Haziran 2021

Yayımlandığı Sayı

Yıl 2022 Cilt: 12 Sayı: 2

DOI

https://doi.org/10.24315/tred.917755

IZ

https://izlik.org/JA25SA48NY

Kaynak Göster

RIS / Bibtex

APA

Fırat, T., & Bildiren, A. (2022). ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM. Trakya Eğitim Dergisi, 12(2), 663-674. https://doi.org/10.24315/tred.917755

AMA

1.Fırat T, Bildiren A. ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM. TRED. 2022;12(2):663-674. doi:10.24315/tred.917755

Chicago

Fırat, Tahsin, ve Ahmet Bildiren. 2022. “ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM”. Trakya Eğitim Dergisi 12 (2): 663-74. https://doi.org/10.24315/tred.917755.

EndNote

Fırat T, Bildiren A (01 Mayıs 2022) ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM. Trakya Eğitim Dergisi 12 2 663–674.

IEEE

[1]T. Fırat ve A. Bildiren, “ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM”, TRED, c. 12, sy 2, ss. 663–674, May. 2022, doi: 10.24315/tred.917755.

ISNAD

Fırat, Tahsin - Bildiren, Ahmet. “ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM”. Trakya Eğitim Dergisi 12/2 (01 Mayıs 2022): 663-674. https://doi.org/10.24315/tred.917755.

JAMA

1.Fırat T, Bildiren A. ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM. TRED. 2022;12:663–674.

MLA

Fırat, Tahsin, ve Ahmet Bildiren. “ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM”. Trakya Eğitim Dergisi, c. 12, sy 2, Mayıs 2022, ss. 663-74, doi:10.24315/tred.917755.

Vancouver

1.Tahsin Fırat, Ahmet Bildiren. ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERİ TANILAMAYA YÖNELİK MODELLER VE TÜRKİYE’DEKİ DURUM. TRED. 01 Mayıs 2022;12(2):663-74. doi:10.24315/tred.917755

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İnönü Üniversitesi Eğitim Fakültesi Dergisi

https://doi.org/10.17679/inuefd.1449623