Özel öğrenme güçlüğü ve özel yeteneği olan iki kere farklı öğrencilerin eğitimine yönelik bir hizmet içi eğitimin geliştirilmesi
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Dosyalar
Tarih
2023
Yazarlar
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Yayıncı
Trakya Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
İki kere farklı öğrenciler, özel yeteneklilik tanısının yanında bir engel (özel öğrenme güçlüğü, otizm spektrum bozukluğu gibi) konan öğrencilerdir. Bu araştırma, özel öğrenme güçlüğü olan özel yetenekli öğrenciler grubunun öğretmenleri ile ilgili olup, en yaygın gruptur. İki kere farklı öğrenciler ve eğitimleri ile ilgili araştırma azlığı literatürde görülmektedir. Bu durumun bir nedeni de bu öğrencilerin öğretmenlerinin bu konudaki bilgi ve deneyim yetersizliğidir. Öncelikle kilit roldeki bu paydaş ile uygulamaların başlatılması önemlidir. Araştırmada özel öğrenme güçlüğü olan özel yetenekli öğrencilerin öğretmenlerine yönelik hizmet içi eğitim programı geliştirilmesi ve etkililiğinin test edilmesi amaçlanmıştır. Araştırma karma araştırma yöntemlerinden keşfedici sıralı desene göre tasarlanmıştır. Araştırmanın ilk nitel kısmında öğretmenlerin eğitimsel ihtiyaçlarının analizi yapılmıştır. Bu ihtiyaç analizi; yarı-yapılandırılmış görüşme formu, İki Kere Farklı Öğrencilere Yönelik Metaforik Algı Testi, Kelime İlişkilendirme Testi ile yapılmıştır. İhtiyaç analizi ve doküman incelemesi sonucunda hizmet içi eğitim programı geliştirilmiştir. Bu program 6 oturumdan 12 öğrenme aşamasından ve 15 kazanım ve etkinlikten oluşmaktadır. Araştırma grubuna amaçlı ve ölçüt örnekleme metoduna göre 15 deney grubu ve 15 kontrol grubu olmak üzere 30 özel öğrenme güçlüğü olan öğrencilerin özel eğitim öğretmenleri seçilmiştir. Hizmet içi eğitim programı 2021-2022 öğretim yılında uygulanmıştır. Hizmet içi eğitim programının etkililiği ile ilgili olarak Üstün Yetenekliler Eğitimi Bilgi Testi, Üstün Yetenekliler Eğitimi Özyeterlik Ölçeği ve Öğrenme Güçlüğüne İlişkin Soru Listesi kullanılmıştır. Bunun yanında İki Kere Farklı Öğrencilere Yönelik Metaforik Algı Testi, Kelime İlişkilendirme Testi deney grubuna son test olarak uygulanmıştır. Hizmeti içi eğitim uygulaması sonucunda deney grubu lehine üstün zekalılar eğitimi bilgi ve özyeterlik düzeylerinde anlamlı artış olurken, özel öğrenme güçlüğü olan öğrencilerin eğitimi bilgisinde farklılaşma olmadığı belirlenmiştir. Hizmet içi eğitime katılan öğretmenlerin metaforik algılarında özen gösterilmesi yönünde olumlu algı geliştiği, bilişsel yapılarında ise eğitimleri ile ilgili kavramların oluştuğu belirlenmiştir. Hizmet içi eğitimin sosyal geçerliğinin uygulamaya dönük ve gerçek olgulara yönelik olması, öğretimsel etkinliklerin kalitesi, eğitim materyallerine ulaşma gibi boyutlara yönelik olumlu görüşlerin ortaya çıkması açısından yüksek olduğu belirlenmiştir.
Twice exceptional students are students who have a disability (such as a special learning disability, autism spectrum disorder) in addition to the diagnosis of giftedness. This research is about teachers of gifted students with special learning difficulties and it is the most common group. The scarcity of research on two different students and their education is seen in the literature. One of the reasons for this situation is the lack of knowledge and experience of the teachers of these students. First of all, it is important to initiate practices with this key stakeholder. In this study, it was aimed to develop an in-service training program for teachers working with gifted students with special learning difficulties and to test its effectiveness. The research was designed according to exploratory sequential design, one of the research methods. In the first qualitative part of the study, the educational needs of teachers were analyzed. This needs analysis; Semi-structured interview form, Metaphoric Perception Test for Twice Exceptional Students, Word Association Test. As a result of needs analysis and document review, an in-service training program was developed. The inservice training program consists of 6 sessions, 12 learning stages and 15 acquisitions and activities. According to the purposeful and criterion sampling method, 30 special education teachers of students with special learning difficulties, 15 in the experimental group and 15 in the control group, were selected for the research group. The in-service training program was implemented in the 2021-2022 academic year. Regarding the effectiveness of the in-service training program, Gifted Education Knowledge Test, Gifted Education Self-Efficacy Scale and Question List on Learning Disability were used. In addition, Metaphoric Perception Test for Twice Exceptional Students and Word Association Test were applied to the experimental group as a post-test. As a result of the in-service training application, it was determined that while there was a significant increase in the knowledge and self-efficacy levels of gifted education in favor of the experimental group, there was no difference in the education knowledge of students with special learning disabilities. It has been determined that a positive perception has developed in terms of paying attention to the metaphorical perceptions of the teachers participating in the in-service training, and the concepts related to their education have been formed in their cognitive structures. It has been determined that the social validity of in-service training is high in terms of being practical and oriented towards real facts, the quality of educational activities, and the emergence of positive opinions about dimensions such as access to educational materials.
Twice exceptional students are students who have a disability (such as a special learning disability, autism spectrum disorder) in addition to the diagnosis of giftedness. This research is about teachers of gifted students with special learning difficulties and it is the most common group. The scarcity of research on two different students and their education is seen in the literature. One of the reasons for this situation is the lack of knowledge and experience of the teachers of these students. First of all, it is important to initiate practices with this key stakeholder. In this study, it was aimed to develop an in-service training program for teachers working with gifted students with special learning difficulties and to test its effectiveness. The research was designed according to exploratory sequential design, one of the research methods. In the first qualitative part of the study, the educational needs of teachers were analyzed. This needs analysis; Semi-structured interview form, Metaphoric Perception Test for Twice Exceptional Students, Word Association Test. As a result of needs analysis and document review, an in-service training program was developed. The inservice training program consists of 6 sessions, 12 learning stages and 15 acquisitions and activities. According to the purposeful and criterion sampling method, 30 special education teachers of students with special learning difficulties, 15 in the experimental group and 15 in the control group, were selected for the research group. The in-service training program was implemented in the 2021-2022 academic year. Regarding the effectiveness of the in-service training program, Gifted Education Knowledge Test, Gifted Education Self-Efficacy Scale and Question List on Learning Disability were used. In addition, Metaphoric Perception Test for Twice Exceptional Students and Word Association Test were applied to the experimental group as a post-test. As a result of the in-service training application, it was determined that while there was a significant increase in the knowledge and self-efficacy levels of gifted education in favor of the experimental group, there was no difference in the education knowledge of students with special learning disabilities. It has been determined that a positive perception has developed in terms of paying attention to the metaphorical perceptions of the teachers participating in the in-service training, and the concepts related to their education have been formed in their cognitive structures. It has been determined that the social validity of in-service training is high in terms of being practical and oriented towards real facts, the quality of educational activities, and the emergence of positive opinions about dimensions such as access to educational materials.
Açıklama
Anahtar Kelimeler
İki farklı öğrenciler, Öğretmen hizmet içi eğitimi, Özel öğrenme güçlüğü, Özel öğrenme güçlüğü olan özel yetenekli öğrenciler, In-service training program for teacher, Gifted learning disabled students, Twice exceptional students
