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Hafif Düzeyde Zihin Yetersizliği Olan Öğrenciler Uzaktan Eğitim İçin Ne Diyor?

Year 2024, Volume: 37 Issue: 1, 162 - 185, 30.04.2024
https://doi.org/10.19171/uefad.1371239

Abstract

Bu araştırmanın amacı, hafif düzeyde zihin yetersizliği olan öğrencilerin uzaktan eğitime ilişkin algılarının ortaya koyulmasıdır. Bu kapsamda hafif düzeyde zihin yetersizliği olan 17 öğrenci araştırmanın katılımcı grubu olarak belirlenmiştir. Nitel araştırma desenlerinden fenomenoloji deseninde tasarlanan bu çalışmada veriler yarı yapılandırılmış görüşme formları aracılığıyla toplanmış ve betimsel analiz yöntemi kullanılarak MaxQDA programıyla analiz edilmiştir. Verilerin analizi sonucu “uzaktan eğitimde ders süreci” ve “uzaktan eğitime bakış” ana temalarına ulaşılmıştır. Bulgular, zihin yetersizliği olan öğrencilerin akranlarıyla aynı ortamda olamamasının ve geleneksel sınıf ortamındaki alışkanlıklarını sürdürememesinin motivasyonlarını olumsuz etkilediğine işaret etmektedir. Dolayısıyla uzaktan eğitimin pandemi gibi bir risk durumunda kullanılabileceği ancak zihin yetersizliği olan öğrenciler için okul rutini ve okuldaki sosyal ortamın önemli olduğu sonucuna ulaşılmıştır. Öğrencilerin uzaktan eğitim deneyimleri öğretmenlerin uzaktan eğitimde sınırlı uyarlamalar yaptıklarına dikkat çekmektedir. Bunun yanında öğrencilerin canlı derse katılım konusunda aile desteği aldıkları, sıklıkla cihaz ve bağlantı sorunları yaşadıkları, ödevlendirmenin bir rutin olarak devam ettiği öne çıkan diğer bulgulardır. Bu bulgulardan hareketle, uzaktan eğitimin özel gereksinimli öğrenciler için kullanılması ve güçlendirilmesine yönelik öneriler sunulmuştur.

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What Do Students with Mild Intellectual Disabilities Say about Distance Education?

Year 2024, Volume: 37 Issue: 1, 162 - 185, 30.04.2024
https://doi.org/10.19171/uefad.1371239

Abstract

This study aims to reveal the perceptions of students with mild intellectual disabilities about distance education. In this context, 17 students with mild intellectual disability were determined as the participant group of the study. In this study, which was designed in phenomenology design, one of the qualitative research designs, data were collected through semi-structured interview forms and analyzed with the MaxQDA program using the descriptive analysis method. As a result of the data analysis, the main themes of "course process in distance education" and "perspective on distance education" were reached. The findings indicate that the fact that students with intellectual disabilities cannot be in the same environment with their peers and cannot maintain their habits in the traditional classroom environment negatively affects their motivation. Therefore, it was concluded that distance education can be used in a risky situation such as a pandemic. Still, the school routine and the social environment at school are essential for students with intellectual disabilities. The distance education experiences of the students draw attention to the fact that teachers make limited adaptations in distance education. In addition, other prominent findings were that students received family support in participating in live classes, frequently experienced device and connection problems, and continued homework assignments as a routine. Based on these findings, suggestions are presented for using and strengthening distance education for students with special needs.

References

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  • Akbayrak, K., Vural, G., & Ağar, M. (2021). The experiences and views of special education teachers towards distance education throughout coronavirus pandemic period. Inonu University Journal of the Faculty of Education (INUJFE), 22(1). https://doi.org/10.17679/inuefd.863029
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  • Ayda, N. K., Bastas, M., Altınay, F., Altınay, Z., & Dağlı, G. (2020). Distance education for students with special needs in primary schools in the period of Covid-19 epidemic. Propósitos y Representaciones, 8(3), 587. http://dx.doi.org/10.20511/pyr
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  • Başaran, M., Doğan, E., Karaoğlu, E., & Şahin, E. (2020). Koronavirüs (Covid-19) pandemi sürecinin getirisi olan uzaktan eğitimin etkililiği üzerine bir çalışma. Academia Eğitim Araştırmaları Dergisi, 5(2), 179-209.
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  • Bedaiwy, A. A., Elsharkasy, A. S., Elsayad, W. A., Busaad, Y. A., Alnaim, M. F., & Helali, M. M. (2021). Teachers’ perceptions about ınclusion of students with learning disabilities in distance learning. North American Journal of Psychology, 23(4), 709-709.
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  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 1-6.
  • Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., … Paskevicius, M. (2020). A global outlook to the interruption of education due to Covid-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-–126. https://doi.org/10.5281/zenodo.3878572
  • Bruno, M. (2021). Distance learning and special education: Exploring equity ve compliance. (Yayımlanmamış Yüksek Lisans Tezi). California State University San Marcos, San Marcos, California.
  • Butial, F. J., Santos, M. D., Juanito, J., Francisco, J. M., Abequibel, B., Deran, J. J., ... & Alieto, E. O. (2022). Modular teaching during tumultuous times: Challenges and coping strategies of special education teachers. Special Education, 1(43).
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2016). Bilimsel araştırma yöntemleri (21. baskı). Pegem Akademi
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  • Cormier, C. J., McGrew, J., Ruble, L. & Fischer, M. (2022). Socially distanced teaching: the mental health ımpact of the Covid-19 pandemic on special education teachers. Journal of Community Psychology, 50(3), 1768-1772.
  • Çetin, Ş., & Ercan, T. (2021). Otizme sahip ergen öğrencilerin uzaktan eğitim deneyimlerinin ebeveyn aracılığı ile incelenmesi. Anadolu Akademi Sosyal Bilimler Dergisi, 3(1), 105- 121.
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There are 66 citations in total.

Details

Primary Language Turkish
Subjects Mental Disability Education
Journal Section Articles
Authors

Furkan Tavşan 0009-0001-2963-6497

Esra Dönmez 0009-0005-5119-5324

Ömer Faruk Gönen 0000-0003-2191-9836

Tuğba Türker Kaya 0000-0003-3405-5475

Mustafa Çolak 0009-0002-2219-7628

Publication Date April 30, 2024
Submission Date October 4, 2023
Published in Issue Year 2024 Volume: 37 Issue: 1

Cite

APA Tavşan, F., Dönmez, E., Gönen, Ö. F., Türker Kaya, T., et al. (2024). Hafif Düzeyde Zihin Yetersizliği Olan Öğrenciler Uzaktan Eğitim İçin Ne Diyor?. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 37(1), 162-185. https://doi.org/10.19171/uefad.1371239