Özel Eğitim Öğrencileri İçin Akıllı Etkileşim

Yabancı dil eğitimi, herkes için hayatın her aşamasında önemli olduğu gibi engelli bireyler için de kendilerini uluslararası alanlarda gerçekleştirme fırsatı buldukları bir kaynaktır. Intelligent Interaction for Special Education Students (Özel Eğitim Öğrencileri için Akıllı Etkileşim) isimli materyalimizle özel eğitim gören öğrencilerimizin yabancı dil öğrenimini kolaylaştırmak ve öğrenmeyi eğlenceli bir hale getirmek hedeflenmiştir. Dolayısıyla materyalimiz tüm özel eğitim öğrencilerimizin yabancı dil öğrenimine destek olmak amacıyla tasarlanmıştır. Ayrıca materyalimiz, öğrencilerimize kendi kendine öğrenebilme ve tekrar edebilme fırsatı sunmaktadır. Materyalin hedeflediği alandaki açığı göz önüne alırsak, çağımızın vaz geçilmezi dijital öğrenme yöntemini kullanarak hem bireysel hem de çok yönlü öğretime ışık tuttuğunu görebiliriz. Materyalimiz geliştirildiğinde diğer eğitim alanlarında da rahatlıkla uygulanabilir bir aşamadadır.

Anahtar Kelimeler:

Akıllı Etkileşim, Özel Eğitim, Yabancı Dil

Intelligent Interaction for Special Education Students

Foreign language education is important for everyone at every stage of life, and it is a resource for people with disabilities to find the opportunity to realize themselves in the international arena. With our material named Intelligent Interaction for Special Education Students, it is aimed to facilitate the foreign language learning of special education students and to make learning fun. Therefore, our material is designed to support foreign language learning of all our special education students. In addition, it offers all students the opportunity to learn and repeat on their own. If we consider the gap in the area targeted by the material, we can see that it sheds light on both individual and versatile teaching by using the indispensable digital learning method of age. When our material could be developed, it is at a stage where it can be easily applied in other fields of education.

Keywords:

Intelligent Interaction, Special Education, Foreign Language,

PDF

___

Acarlar, F. (2006). Down sendromlu çocuklar ve yetişkinlerde dil gelişimi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 7(01), 1-13.
Achmadi, D., Kagohara, D. M., van der Meer, L., O’Reilly, M. F., Lancioni, G. E., Sutherland, D., . . . Sigafoos, J. (2012). Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(4), 1258-1264.
Açıkgöz, F. (2006). Teaching English as a foreign language to the visually impaired young learners in Turkey. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, İngilizce Öğretimi Programı Yüksek Lisans Tezi.
Aikin Araluce, H. (2005). Teaching English as a foreign language to blind and visually impaired young learners: the affective factor: Praca doktorska na Universidad de Castilla-La--Mancha, Cuenca w Hiszpanii.
Armstrong, T. (2017). Neurodiversity: The Future of Special Education? Educational Leadership, 74(7), 10-16. Blachowicz, C. L., & Fisher, P. (2004). Vocabulary lessons. Educational Leadership, 61(6), 66-69.
Campigotto, R., McEwen, R., & Epp, C. D. (2013). Especially social: Exploring the use of an iOS application in special needs classrooms. Computers & Education, 60(1), 74-86.
Chapman, R. S. (1997). Language development in children and adolescents with Down syndrome. Mental Retardation and Developmental Disabilities Research Reviews, 3(4), 307-312.
Chapman, R. S., Bird, E. K.-R., & Schwartz, S. E. (1990). Fast mapping of words in event contexts by children with Down syndrome. Journal of speech and hearing disorders, 55(4), 761-770.
Colibaba, S., Vlad, M., & Dinu, C. E. (2013). STRATEGIES FOR PROMOTING QUALITY IN RESEARCH AND INNOVATION IN LANGUAGE AND E-LEARNING EDUCATION: USING THE EUROPEAN LANGUAGE LABEL MODEL. eLearning & Software for Education(3).
Dal, M. (2008). Dyslexia and foreign language learning. SAGE handbook of dyslexia, 439-454.
Derya, G.-T., & Onur, K. (2017). Otizmli bireylerin kullandığı yeni nesil konuşma üreten cihazlara ilişkin araştırmaların incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 18(01), 125-147.
Domagała-Zyśk, E., & Kontra, E. H. (2016). English as a foreign language for deaf and hard-of-hearing persons: Challenges and strategies: Cambridge Scholars Publishing.
Emery, E. (2008). Cedez le passage: A chronicle of traveling in France with a disability. Worlds Apart: Disability and Foreign Language Learning, 181.
Fernández-López, Á., Rodríguez-Fórtiz, M. J., Rodríguez-Almendros, M. L., & Martínez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90.
Glisan, E. W. (2012). National standards: Research into practice. Language Teaching, 45(4), 515-526.
Griffiths, D. (2020). Teaching for Neurodiversity: Training Teachers to see beyond labels. Impact Journal of Chartered College of Teaching(8). Groot, P. J. (2000). Computer assisted second language vocabulary acquisition. Language learning & technology, 4(1), 56-76. Guinan, H. (1997). ESL for students with visual impairments. Journal of Visual Impairment & Blindness, 91(6), 555-563.
Hammond, D. L., Whatley, A. D., Ayres, K. M., & Gast, D. L. (2010). Effectiveness of video modeling to teach iPod use to students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 525-538.
https://web2araclari.com/2020/03/31/tinkercad/.
Kagohara, D. M., Sigafoos, J., Achmadi, D., O’Reilly, M., & Lancioni, G. (2012). Teaching children with autism spectrum disorders to check the spelling of words. Research in Autism Spectrum Disorders, 6(1), 304-310.
Kocyigit, N., & Artar, P. S. (2015). A challenge: Teaching English to visually-impaired learners. Procedia-Social and Behavioral Sciences, 199, 689-694.
Lin, C.-C., Chan, H.-J., & Hsiao, H.-S. (2011). EFL Students' Perceptions of Learning Vocabulary in a Computer-Supported Collaborative Environment. Turkish Online Journal of Educational Technology-TOJET, 10(2), 91-99.
López, F., & Iribarren, J. (2014). Creating and sustaining inclusive instructional settings for English language learners: Why, what, and how. Theory into Practice, 53(2), 106-114.
mBlock (2016). mBlock. *Çevrim-içi: http://www.mblock.cc/, E. t.
Mednick, Z., Jaidka, A., Nesdole, R., & Bona, M. (2017). Assessing the iPad as a tool for low-vision rehabilitation. Canadian Journal of ophthalmology, 52(1), 13-19.
Mohapatra, B. N., Mohapatra, R. K., Jagdhane, V., Ajay, C. A., Sherkar, S. S., & Phadtare, V. S. (2020). Smart performance of virtual simulation experiments through Arduino Tinkercad Circuits. Perspectives in Communication, Embedded-systems and Signal-processing-PiCES, 4(7), 157-160.
Olmanson, J. (2007). Review of eSpindle vocabulary & spelling program online. Language learning & technology, 11(3), 18-28.
Pearson, L., Fonseca‐Greber, B., & Foell, K. (2006). Advanced proficiency for foreign language teacher candidates: What can we do to help them achieve this goal? Foreign Language Annals, 39(3), 507-519.
PRESENTERS'INTRODUCTIONS, I. Teaching English as a New Language to Visually Impaired and Blind ESL Students: Problems and Possibilities.
Roche, L., Sigafoos, J., Lancioni, G. E., O’Reilly, M. F., Schlosser, R. W., Stevens, M., . . . James, R. (2014). An evaluation of speech production in two boys with neurodevelopmental disorders who received communication intervention with a speech-generating device. International Journal of Developmental Neuroscience, 38, 10-16.
Schneider, E., & Crombie, M. (2012). Dyslexia and foreign language learning: David Fulton Publishers.
Shears, L. M., & Bower, E. M. (1974). Games in education and development: Charles C. Thomas Publisher.
Sicilia Polo, L. (2017). Teaching English as a Foreign Language to Students with Down Syndrome: A case study.
Sigafoos, J., Lancioni, G. E., O’Reilly, M. F., Achmadi, D., Stevens, M., Roche, L., . . . Lang, R. (2013). Teaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device. Research in Autism Spectrum Disorders, 7(8), 923-930.
Simon, C. S. (2000). Dyslexia and learning a foreign language: A personal experience. Annals of Dyslexia, 50(1), 155-187. Stein, V., Neßelrath, R., & Alexandersson, J. (2010). Improving Spelling Skills For Blind Language Learners. German Research Center for Artificial Intelligence-DFKI GmbH, Saarbrucken, Germany.
Strasberger, S. K., & Ferreri, S. J. (2014). The effects of peer assisted communication application training on the communicative and social behaviors of children with autism. Journal of Developmental and Physical Disabilities, 26(5), 513-526.
Susanto, S., & Nanda, D. S. (2018). Teaching and learning English for visually impaired students: an ethnographic case study. English Review: Journal of English Education, 7(1), 83-92.
Tozcu, A., & Coady, J. (2004). Successful learning of frequent vocabulary through CALL also benefits reading comprehension and speed. Computer assisted language learning, 17(5), 473-495.
van der Meer, L., Kagohara, D., Achmadi, D., Green, V. A., Herrington, C., Sigafoos, J., . . . Rispoli, M. (2011). Teaching functional use of an iPod-based speech-generating device to individuals with developmental disabilities. Journal of Special Education Technology, 26(3), 1-11.
Van Laarhoven, T., Johnson, J. W., Laarhoven-Myers, V., Grider, K. L., & Grider, K. M. (2009). The effectiveness of using a video iPod as a prompting device in employment settings. Journal of Behavioral Education, 18(2), 119-141. Waddington, H., Sigafoos, J., Lancioni, G. E., O’Reilly, M. F., Van der Meer, L., Carnett, A., . . . Green, V. A. (2014).
Three children with autism spectrum disorder learn to perform a three-step communication sequence using an iPad®-based speech-generating device. International Journal of Developmental Neuroscience, 39, 59-67.
Yılmaz, M. (2014). English as a foreign language learners’ perceptions of call and incidental vocabulary learning via an online extensive reading program. Middle East Technical University.
Yurttabir, H. H. (2019). Evrensel Tasarımla Engelsiz Yabancı Dil Öğretimi. Medeniyet Eğitim Araştırmaları Dergisi, 3(2), 97-108.