AN ANALYSIS OF DEAF STUDENTS’ PERCEPTIONS ABOUT USAGE OF INFORMATION AND COMMUNICATION TECHNOLOGIES FOR THEIR EDUCATION

Öz

Deaf children are interested in their environment like all other children as soon as they are born, however, they often differ in their hearings, voices and expressive skills that are needed for essential everyday communication. In this context, the most distinctive characteristics of deaf students that they are not always able to learn spoken language in a natural way, mostly they receive information through communication. It is observed that deaf students have problems in communication skills which are typically reflected in their reading, comprehension, speaking, and writing skills. Being below the level of hearing children in using spoken language skills can affect their cognitive, social and emotional developments negatively. Further, social pressure and lack of self-confidence may cause these children to have psychological learning problems in mainstream settings so many deaf students continue to need special education services. In order to meet these needs, it is necessary to create a differentiated environment according to their impairment levels and to provide equipment and opportunities to be able to experience education with using Information and Communication Technologies (ICTs). However, there is limited research about how Information and Communication Technologies are used in education of deaf students who study in Special Education Vocational High Schools for the Deaf in Turkey. Therefore, this study aims to examine the use of ICTs in schools and classes during the education of deaf students. In this study, semi-structured interview method as a research method was used as one of the qualitative research methods. The data were collected through semi-structured interviews developed by the researchers. The collected data were analyzed using a ‘Content Analysis Technique.’ According to the findings, deaf students are positive about ICTs using during their education such as computer, projector and smart boards. Further, it was found that teachers did not have enough knowledge about ICTs and software which should used in the education of deaf students. 

Anahtar Kelimeler

• Key words: deaf students,special education,technology use,ICTs

Kaynakça

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