Özel Eğitim Bölümü Koleksiyonu
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Öğe The effect of enriched environments in teaching geometric shapes to students with visual impairment(Springernature, 2025) Karamik, Gözdegül Arık; Özkaya, Ali; Selimoğlu, Ömur Gürel; Kalkan, SinanThis study aimed to investigate the impact of teaching geometric shapes to students with low vision in enriched learning environments on their academic achievement and procedural skills. The research was conducted using an exploratory sequential design, which is one of the mixed research methods. The participants of the study consist of a total of 14 students with low vision attending the 3rd and 4th grades of primary school. Quantitative data were collected using the geometry achievement test and process skill rubrics developed by the researchers. The data consisted of a total of 10 questions, including five open-ended questions and five multiple-choice questions. Qualitative data were collected using daily evaluation forms and interview forms. The Wilcoxon test was used for quantitative data analysis. In the analysis of the process skill rubrics, the weekly total scores for each student and the changes in these scores were tabulated. Qualitative data were analyzed using content analysis. Findings show that enriched learning environments that teach geometric shapes positively impact the academic success of primary school students with low vision. The findings indicate that enriched learning environments positively impact the development of process skills in primary school students with low vision when learning geometric concepts. It was found that enriched learning environments increased the process skills of the participants, such as problem-solving skills, reasoning skills, communication skills, and representation skills, but did not significantly enhance their ability to connect these skills with other mathematical concepts.Öğe Thoughts, Attitudes and Experiences of Parents of Children with Disabilities in the Republic of North Macedonia About Comprehensive Sexuality Education(Springer, 2023) Rashikj-Canevska, Olivera; Nikolovska, Angela; Ramo-Akgün, Nergis; Troshanska, Jasmina; Chichevska-Jovanova, NatashaWhen it comes to sexuality education, people with disabilities are often left out of the conversation. Many believe that these people are asexual, sexually inactive, that they do not need sexual education, that they cannot and should not have sexual relations and cannot/should not have love relationships and start a family. The main purpose of the research is to determinate thoughts, attitudes, knowledge and personal experience of the parents of children with disabilities regarding comprehensive sexuality education of their children. The data were collected through a survey of 54 respondents, parents of persons/children with disabilities from different regions in the Republic of N. Macedonia. Data were analyzed using the SPSS program and Chi square and Fisher exact test. From the data, it can be concluded that the majority of parents covered by this research are not familiar with the most appropriate age at which sexual education should begin. Around 57% of parents completely agreed with the statement that sex education should be part of the educational program in schools and only 38.9% of parents believe that their child should study all subjects. Children with disabilities need developmentally appropriate sex education to stay safe and healthy and to achieve self-determination.Öğe Kapsayıcı Pedagoji: Özel Gereksinimli Öğrencinin Psikopatolojik Analizi(Ankara Üniversitesi, 2021) Kızılaslan, Aydın; Avşar-Tuncay, Ayşegül; Umar, Çiğdem NilüferKapsayıcı pedagoji, bireysel farklılıkları olan öğrencilerin öğrenmede ihtiyaç duydukları bireysel öğrenme stillerine ve öğretim sırasında da öğretmenlerin bu farklılıklara yönelik cevap verebilmelerine odaklanarak öğrenme fırsatlarıyla karakterize edilen zengin bir öğrenme ortamının geliştirilmesini amaçlar. Ülkemizde yetersizliği olan birey sosyolojisi üzerine yapılan çalışmalar gelişim kaydederken, yetersizliği olan birey psikoloji alanında yapılan çalışmalar halen başlangıç evresinde denilebilecek düzeydedir. Bu çalışmada, rekabet ve ek/özel eğitim kavramlarına sıkışmış bütünleştirici eğitime tabi olan özel gereksinimli öğrencilerin karşı karşıya kalabilecekleri kaygı ve depresyon gibi psikopatolojik duygu durumlarının çocukların akademik başarı ve sosyal uyumlarına etkisi incelenmiştir. Ayrıca bu çalışmada bütünleştirici eğitiminin tüm sorumluluğunu yüklenen öğretmenlerin, öğrencilerin yetersizlik ya da güçlüklerine bağlı olarak deneyimleyebilecekleri duygu durumlarına ilişkin farkındalıklarını arttırmak amaçlanmıştır.
