Kaynaştırma ortamında birlikte öğretim ile uygulanan uyarlanmış sosyal bilgiler öğretiminin özgül öğrenme güçlüğü tanılı öğrencilerin bilişsel ve duyuşsal özelliklerine etkililiğinin incelenmesi
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Tarih
2023
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Özgül öğrenme güçlüğü (ÖÖG) olan öğrencilerin kaynaştırma/bütünleştirme sınıflarındaki eğitimleri her geçen gün daha fazla önem kazanmaktadır. Buna karşılık sınıf içinde ÖÖG olan öğrencilere yönelik hangi çalışmaların ne şekilde uygulanacağına ilişkin öğretmenler güçlükler yaşayabilmektedir. Bunun öneminden yola çıkılarak tasarlanan bu araştırmanın temel amacı, uyarlanmış birlikte öğretim uygulamalarının sosyal bilgiler (SB) dersinde 5. sınıfa devam eden ÖÖG olan öğrencilerin akademik başarı, SB dersine yönelik tutum ile sosyal katılım ve karar verme becerilerine etkisinin belirlenmesidir. Ayrıca araştırma ile öğrenciler, öğretmenler ve ailelerin bu uygulamaya yönelik görüşlerinin belirlenmesi amaçlanmıştır. Araştırma 2022/2023 eğitim-öğretim yılının güz döneminde Sivas ili merkez ilçesindeki dört devlet ortaokulunda gerçekleştirilmiştir. Karma araştırma yöntemiyle eşzamanlı üçgenleme deseninde tasarlanan bu araştırmanın nicel bölümü yarı deneysel desende, nitel bölümü ise eylem araştırması modeliyle tasarlanmıştır. Araştırmanın deney ve kontrol gruplarının belirlenmesinde ölçüt örnekleme yöntemi kullanılmıştır. Araştırmaya ÖÖG olan toplam 35 öğrenci dahil edilmiştir. Deney grubunda 7 ayrı sınıftan ÖÖG olan 18 öğrenci yer alırken, kontrol grubunda ise 6 ayrı sınıftan ÖÖG olan 17 öğrenci yer almıştır. Çalışmaya sınıfında ÖÖG olan öğrencisi bulunan 7 SB öğretmeni dahil edilmiştir. Araştırmada birlikte öğretim çalışmalarının bir arada yürütüldüğü deney grubunda iki ayrı ortaokulda görev yapan toplam 5 SB öğretmeni yer almaktadır. Araştırmanın kontrol grubunda yer alan öğretmen sayısı ise iki ayrı ortaokulda görev yapan 2 SB öğretmenidir. Deney grubunda uyarlanmış birlikte öğretim çalışmaları, kontrol grubunda ise mevcut SB öğretim programına dayalı normal öğretim uygulamaları gerçekleştirilmiştir. Uyarlanmış birlikte öğretim uygulamasının ders planları araştırmacı tarafından hazırlanmış ve planlama aşamasında birlikte öğretim yapılan SB öğretmenlerinin görüşüne sunulmuştur. Araştırmacı ve SB öğretmeninin yürüttüğü uyarlanmış birlikte öğretim aşamaları; planlama, öğretimsel süreç ve değerlendirme basamaklarından oluşmaktadır. Araştırmanın nicel verileri; akademik başarı testi, SB tutum ölçeği, karar verme ölçeği ve sosyal katılım ölçekleri ile toplanmıştır. Nitel veriler ise; öğrenci görüşmeleri, öğrenci günlükleri, uygulama öncesi ve uygulama sonrası öğretmen ve aile görüşmeleri ile toplanmıştır. Araştırmanın nicel verilerinin analizinde bağımlı gruplar t testi ve bağımsız gruplar t testi kullanılmıştır. Nitel verilerin analizinde ise içerik analizi ve betimsel analiz yöntemleri kullanılmıştır. Araştırmadan elde edilen nicel bulgulara göre deney grubunda yer alan öğrencilerin akademik başarı, SB tutum ve beceri ön-test son-test puanları arasında son-test lehine anlamlı bir farklılık olduğu görülmüştür. Kontrol grubunda yer alan öğrencilerin ise akademik başarı ön-test son-test puanları arasında son-test lehine anlamlı bir farklılık olduğu ancak SB tutum ve beceri ön-test son-test puanları arasında son-test lehine anlamlı bir farklılık olmadığı tespit edilmiştir. Araştırmadan elde edilen nitel bulgularda, deney grubunda yer alan SB öğretmenlerinin görüşlerine göre öğrencilerin; derse yönelik ilgilerinde ve sınıf-içi kurallara uyma davranışlarında artış yaşandığı, öğrencilerin topluluk önünde kendini ifade etme becerisinde gelişme görüldüğü, olumlu iletişim, işbirliği, özgüven ve aidiyet duygularını geliştirdikleri bununla birlikte öğretmenlerin uyarlanmış birlikte öğretim uygulamalarının gelecekte uygulanabileceğini düşündükleri bulgularına ulaşılmıştır.Ayrıca öğretmenler uygulamada; ders-içi materyallerin çeşitlendirilmesi ve mekânsal farklılıkların tasarlanması gerektiğini ve uygulamanın tüm yetersizlik gruplarına yönelik tasarlanması gerektiğini ifade etmiştir. Deney grubunda yer alan öğrencilerin ise derslerde en çok; kavram haritası, afiş tasarlama, grup etkinlikleri, arkadaşları ile konuyu tartışma, ses kayıtlarından dersi tekrar etmeyi sevdikleri bulgularına ulaşılmıştır. Bununla birlikte öğrenciler dersleri eğlenceli, merak uyandırıcı, farklı ve güzel olarak nitelendirmiştir. Aileler ise çocuklarının okula devamlılığı ve evde ders çalışma hususunda daha istekli olduğunu, öğrencinin kendisini daha başarılı hissettiğini ve öğrencide; özgüven, olumlu akran iletişimi, öğretmenlere karşı saygıda artış gibi farklılıkların yaşandığını belirtmiştir. Bu bağlamda tüm bu bulgular neticesinde araştırmanın nicel ve nitel bulgularının birbirini destekler nitelikte olduğu sonucuna ulaşılmıştır. Bu bulgulardan hareketle, uyarlanmış birlikte öğretim uygulamalarının ortaokul 5. sınıfa devam eden ÖÖG olan öğrencilerin akademik başarı, SB dersine yönelik olumlu tutum ve beceri gelişiminde etkili olduğu sonucu elde edilmiştir. Öğrencilerin derse ilişkin ilgi ve isteklerinde ayrıca olumlu akran iletişimi, özgüven ve aidiyet konularında da sosyal gelişimlerinin olumlu yönde etkilendiği tespit edilmiştir. Bununla birlikte uygulamaya dahil olan SB öğretmenlerinin uygulama sonunda uyarlanmış birlikte öğretim çalışmaları ile birlikte güncel yaklaşımlara yönelik olumlu duygu ve düşüncelere sahip olduğu belirlenmiştir. Ayrıca bu uygulama sürecinin, birlikte öğretim yapılan SB öğretmenlerinin mesleki gelişim ve mesleki motivasyonlarına olumlu katkılar sağladığı sonucuna ulaşılmıştır. Bununla birlikte, öğretmenlerin kaynaştırma ortamlarında birlikte öğretim ile uygulanan uyarlanmış öğretim yöntemini uygulama becerisi geliştirilmelidir. Bir diğer taraftan birlikte öğretim ve öğretimsel uyarlama konularında farklı deneysel çalışmalar gerçekleştirilebilir.
The education of students with specific learning disability (SLD) in mainstreaming/integration classes is gaining more and more importance day by day. On the other hand, teachers may have difficulties in terms of which activities to apply and how to apply to students with SLD in the classroom. The main purpose of this research, which was designed based on the importance of this, is to determine the effects of adapted co-teaching practices on the academic achievement, attitude towards the social studies (SS) course, social participation and decision-making skills of students with SLD in the 5th grade in social studies SS course. In addition, it was aimed to determine the opinions of students, teachers and families about this practice with the research. The research was carried out in four public secondary schools in the central district of Sivas province in the fall semester of the 2022/2023 academic year. The quantitative part of this research, which was designed in the simultaneous triangulation pattern with the mixed research method, was designed in the quasi-experimental design, and the qualitative part was designed with the action research model. The criterion sampling method was used to determine the experimental and control groups of the research. A total of 35 students with SLD were included in the study. While there were 18 students with SLD from 7 different classes in the experimental group, there were 17 students with SLD from 6 different classes in the control group. 7 SS teachers who had students with SLD in their class were included in the study. In the research, there are 5 SS teachers working in two different secondary schools in the experimental group in which co-teaching studies are carried out together. The number of teachers in the control group of the research is 2 SS teachers working in two different secondary schools. Adapted co-teaching studies were carried out in the experimental group, and normal teaching practices based on the current SS teaching program were carried out in the control group. The lesson plans of the adapted co-teaching application were prepared by the researcher and presented to the opinion of the SS teachers who were taught together at the planning stage. Adapted co-teaching phases conducted by the researcher and the SS teacher; It consists of planning, instructional process and evaluation steps. Quantitative data of the research; academic achievement test, SS attitude scale, decision making scale and social participation scales. Qualitative data are; student interviews, student diaries, teacher and family interviews before and after the application. In the analysis of the quantitative data of the study, dependent groups t test and independent groups t test were used. Content analysis and descriptive analysis method were used in the analysis of qualitative data. According to the quantitative findings obtained from the study, it was observed that there was a significant difference in favor of the post-test between the academic achievement, SS attitude and skill pre-test post-test scores of the students in the experimental group. It was determined that there was a significant difference in favor of the post-test between the academic achievement pre-test post-test scores of the students in the control group, but there was no significant difference in favor of the post-test between the SS attitude and skill pre-test post-test scores. In the qualitative findings obtained from the research, according to the opinions of the SS teachers in the experimental group; It has been found that there has been an increase in students' interest in the lesson and their behavior to comply with the classroom rules, that students' ability to express themselves in front of the community has improved, that they have developed positive communication, cooperation, self-confidence and sense of belonging. He stated that in-class materials should be diversified and spatial differences should be designed, and that the practice should be designed for all disability groups. The students in the experimental group, on the other hand, mostly; It was found that they liked concept map, poster design, group activities, discussing the subject with their friends, and repeating the lesson from audio recordings. However, the students described the lessons as fun, interesting, different and beautiful. Families, on the other hand, are more willing to attend school and study at home, that the student feels more successful, and that the student; They stated that there were differences such as self-confidence, positive peer communication, and an increase in respect for teachers. In this context, as a result of all these findings, it was concluded that the quantitative and qualitative findings of the research support each other. Based on these findings, it was concluded that adapted co-teaching practices were positively effective in the academic achievement, positive attitudes and skills of students with SLD who continue to the 5th grade of secondary school. It is known that the social development of the students in terms of positive peer communication, self-confidence and belonging is also positively affected in the interest, desire and participation of the students in the lesson. However, the ability of teachers to apply the adapted teaching method applied with co-teaching in inclusive environments should be developed. On the other hand different experimental studies can be carried out on co-teaching and instructional adaptation.
The education of students with specific learning disability (SLD) in mainstreaming/integration classes is gaining more and more importance day by day. On the other hand, teachers may have difficulties in terms of which activities to apply and how to apply to students with SLD in the classroom. The main purpose of this research, which was designed based on the importance of this, is to determine the effects of adapted co-teaching practices on the academic achievement, attitude towards the social studies (SS) course, social participation and decision-making skills of students with SLD in the 5th grade in social studies SS course. In addition, it was aimed to determine the opinions of students, teachers and families about this practice with the research. The research was carried out in four public secondary schools in the central district of Sivas province in the fall semester of the 2022/2023 academic year. The quantitative part of this research, which was designed in the simultaneous triangulation pattern with the mixed research method, was designed in the quasi-experimental design, and the qualitative part was designed with the action research model. The criterion sampling method was used to determine the experimental and control groups of the research. A total of 35 students with SLD were included in the study. While there were 18 students with SLD from 7 different classes in the experimental group, there were 17 students with SLD from 6 different classes in the control group. 7 SS teachers who had students with SLD in their class were included in the study. In the research, there are 5 SS teachers working in two different secondary schools in the experimental group in which co-teaching studies are carried out together. The number of teachers in the control group of the research is 2 SS teachers working in two different secondary schools. Adapted co-teaching studies were carried out in the experimental group, and normal teaching practices based on the current SS teaching program were carried out in the control group. The lesson plans of the adapted co-teaching application were prepared by the researcher and presented to the opinion of the SS teachers who were taught together at the planning stage. Adapted co-teaching phases conducted by the researcher and the SS teacher; It consists of planning, instructional process and evaluation steps. Quantitative data of the research; academic achievement test, SS attitude scale, decision making scale and social participation scales. Qualitative data are; student interviews, student diaries, teacher and family interviews before and after the application. In the analysis of the quantitative data of the study, dependent groups t test and independent groups t test were used. Content analysis and descriptive analysis method were used in the analysis of qualitative data. According to the quantitative findings obtained from the study, it was observed that there was a significant difference in favor of the post-test between the academic achievement, SS attitude and skill pre-test post-test scores of the students in the experimental group. It was determined that there was a significant difference in favor of the post-test between the academic achievement pre-test post-test scores of the students in the control group, but there was no significant difference in favor of the post-test between the SS attitude and skill pre-test post-test scores. In the qualitative findings obtained from the research, according to the opinions of the SS teachers in the experimental group; It has been found that there has been an increase in students' interest in the lesson and their behavior to comply with the classroom rules, that students' ability to express themselves in front of the community has improved, that they have developed positive communication, cooperation, self-confidence and sense of belonging. He stated that in-class materials should be diversified and spatial differences should be designed, and that the practice should be designed for all disability groups. The students in the experimental group, on the other hand, mostly; It was found that they liked concept map, poster design, group activities, discussing the subject with their friends, and repeating the lesson from audio recordings. However, the students described the lessons as fun, interesting, different and beautiful. Families, on the other hand, are more willing to attend school and study at home, that the student feels more successful, and that the student; They stated that there were differences such as self-confidence, positive peer communication, and an increase in respect for teachers. In this context, as a result of all these findings, it was concluded that the quantitative and qualitative findings of the research support each other. Based on these findings, it was concluded that adapted co-teaching practices were positively effective in the academic achievement, positive attitudes and skills of students with SLD who continue to the 5th grade of secondary school. It is known that the social development of the students in terms of positive peer communication, self-confidence and belonging is also positively affected in the interest, desire and participation of the students in the lesson. However, the ability of teachers to apply the adapted teaching method applied with co-teaching in inclusive environments should be developed. On the other hand different experimental studies can be carried out on co-teaching and instructional adaptation.
Açıklama
Doktora Tezi
Anahtar Kelimeler
Özgül Öğrenme Güçlüğü, Öğretimsel Uyarlama, Birlikte Öğretim, Sosyal Bilgiler Öğretimi, Karma Yöntem, Specific Learning Disability, Instructional Adaptation, Co-teaching, Social Studies Teaching, Mixed Method
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Seçil Karamuklu, E. (2023). Kaynaştırma ortamında birlikte öğretim ile uygulanan uyarlanmış sosyal bilgiler öğretiminin özgül öğrenme güçlüğü tanılı öğrencilerin bilişsel ve duyuşsal özelliklerine etkililiğinin incelenmesi. (Yayımlanmamış doktora tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Özel Eğitim Anabilim Dalı, Konya.
