Kaynaştırma Ortamındaki İşitme Kayıplı Bir Öğrencinin İlkokuma Becerilerine Yönelik Destek Eğitim Sürecinin İncelenmesi
Bu araştırmada, kaynaştırma ortamında ilkokul 1. sınıfa devam eden işitme kayıplı bir öğrencininilkokuma öğretimine yönelik destek eğitim hizmetinin incelenmesi amaçlanmıştır. Araştırma, eylemaraştırması şeklinde desenlenmiştir. Katılımcılar; işitme kayıplı bir öğrenci, araştırmacı/öğretmen,aile, sınıf öğretmeni, rehabilitasyon merkezinde çalışan öğretmen, geçerlik komitesi üyeleridir.Araştırma verileri araştırmacı günlüğü, görüşmeler, gözlemler ile geçerlik komitesi toplantı kayıtları,belgeler kullanılarak toplanmıştır. Veri toplama süreci ve analizi eş zamanlı yürütülmüştür.Etkinlikler, Türkçe Öğretim Programı ve Kılavuz kitap paralelinde ve öğrencinin ihtiyaçlarından yolaçıkılarak uygulanmış, etkinlikler çeşitlendirilmiş ve tekrarlanmıştır. Araştırma bulgularından yolaçıkılarak kaynaştırma ortamındaki işitme kayıplı öğrencinin ilkokuma becerilerinin edinimi vegelişimine yönelik sunulan destek eğitim uygulamalarından fayda sağladığı söylenebilir.
Investigation of The Process of Supportive Education Designed for The Reading Skills of a Student with Hearing Loss in Inclusion Environment
In this study, it was aimed to examine the supportive service designed for the reading teaching of a student with hearing loss who is in the first grade primary school. The study was designed as an action research. The participant of this study consisted of a student with hearing loss who is in first grade primary school with his normally hearing peers, researcher/teacher, parents of the student, a classroom teacher, a teacher in the rehabilitation center and validity committee members. The data were obtained through researcher diary, interviews, observations, records of validity committee meetings, the documents. Data collection process and analysis were performed simultaneously. It was noted that the activities used in the supportive education were in parallel to the Turkish Curriculum and the Guidelines. The activities were diversified and systematically repeated. Inferring from the research findings, it can be said that the hearing loss students in the inclusion environment benefited from the supportive service practices designed for the reading skill acqusition and development.
___
- Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
- Akay, E. (2015). Kaynaştırma ortamındaki işitme engelli öğrencilere destek eğitim odasında uygulanan
Türkçe etkinliklerinin incelenmesi. Journal of Education & Special Education Technology, 1 (1), 1-
14.
- Akçamete, G. (1999). Improving question skills for students with hearing impairment. European Journal of
Special Needs Education, 14 (2), 171-177.
- Akman, B. (2002). Okulöncesi döneminde matematik. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23,
244-248.
- Aktürk, Y ve Taş, A.M. (2011). İlk okuma-yazma öğretiminde ses temelli cümle yönteminin uygulanmasına
ilişkin öğretmen görüşleri (Şanlıurfa/Viranşehir örneği). Adnan Menderes Üniversitesi Eğitim
Fakültesi Eğitim Bilimleri Dergisi, 2 (1), 27-37.
- Anthony, J.L. ve Lonigan, C.J. (2004). The nature of phonological awareness: converging evidence from four
studies of preschool and early grade school children. Journal of Educational Psychology, 96 (1), 43-
55.
- Ayata-Baran, N. (2007). Kaynaştırmaya devam eden işitme engelli öğrencilerin öykü şemalarının
değerlendirilmesi. (Yayımlanmamış Yüksek Lisans Tezi). Eskişehir: Anadolu Üniversitesi.
- Baker, J. M. ve Zigmond, N. (1995). The meaning and practice of inclusion for students with learning
disabilities: Themes and implications from the five cases. The Journal of Special Education, 29 (2),
163-180.
- Batu, E.M. (2000). Kaynaştırma, destek hizmetler ve kaynaştırmaya hazırlık etkinlikleri. Özel Eğitim Dergisi,
2 (4), 35-45.
- Bogdan, R.C. ve Biklen, S.K. (2007). Qualitative research for education: An introduction to theories and
methods. (5. Baskı.). Boston: Pearson Education, Inc.
- Bozkurt, Ş. (2002). İşitme engellilerde okuduğunu anlama becerilerinin değerlendirilmesi. (Yayımlanmamış
yüksek lisans tezi). Ankara: Ankara Üniversitesi.
- Briscoe, J., Bishop, D.V.M. ve Norbury, C.F. (2001). Phonological processing, language, and literacy: A
comparison of children with mild-to-moderate sensorineural hearing loss and those with spesific
language impairment. J. Child Psychol. Psychiat., 42 (3), 329-340.
- Buran, A. (2015). Eylem araştırması. F.N. Seggie ve Y. Bayyurt (eds), Nitel araştırma: Yöntem, teknik, analiz
ve yaklaşımlar içinde (s. 43-59). Ankara: Anı Yayıncılık.
- Cabell, S.Q., Justice, L.M., Kaderavek, J.N., Turnbull, K.P. ve Breit-Smith, A. (2009). Emergent literacy:
Lessons for success. San Diego: Plural Publishing.
- Cawthon, S.W. (2001). Teaching strategies in inclusive classrooms with deaf students. Journal of Deaf
Studies and Deaf Education, 6 (3), 212-225.
- Cohen, E.J. ve Brady, M.P. (2011). Acquisition and generalization of word decoding in students with reading
disabilities by integrating vowel pattern analysis and children’s literature. Education and Treatment
of Children, 34 (1), 81-113.
- Cohen, O. (1994). Inclusion should not include deaf students. Education Week, 13 (30), 35-40.
- Connor, C.M. ve Zwolan, T.A. (2004). Examining multiple sources of influence on the reading
comprehension skills of children who use cochlear implants. Journal of Speech, Language and
Hearing Research, 47(3), 509-526.
- Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and
qualitative research. (2. Baskı). Pearson Education.
- Çelenk, S. (2005). İlkokuma-yazma öğretimi. (5. baskı). Ankara: Anı Yayıncılık.
- de Boer, A., Pijl, S.J. and Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive
education: a review of the literature. International Journal of Inclusive Education, 15 (3), 331-353.
- Deretarla, E. (2000). Kaynaştırma uygulaması yapılan ilköğretim okullarının 3. Sınıfına devam eden normal
işiten ve işitme engelli çocukların okuduğunu anlama becerilerinin incelenmesi. Yayımlanmamış
yüksek lisans tezi, Hacettepe Üniversitesi, Ankara.
- Duran, E. ve Akyol, H. (2010). Bitişik eğik yazı öğretimi çalışmalarının çeşitli değişkenler açısından
incelenmesi. Türk Eğitim Bilimleri Dergisi, 8 (4), 817-838.
- Easterbrooks, S. R. and Stephenson, B. (2006). An examination of twenty literacy, science, and mathematics
practices used to educate students who are deaf or hard of hearing. American Annals of The Deaf,
151 (4), 384-397.
- Easterbrooks, S. R., Lederberg, A. R., Miller, E. M., Bergeron, J. P. and Connor, C. M. (2008). Emergent
literacy skills during early childhood in children with hearing loss: Strengths and weaknesses. The
Volta Review, 108, 91-114.
- Foster, S. and Cue, K. (2009). Roles and responsibilities of itinerant specialist teachers of deaf and hard of
hearing students. American Annals of The Deaf, 153 (5), 435-449.
- Friend, M. and Reising, M. (1993). Co-teaching: An overview of the past, a glimpse at the present, and
considerations for the future. Preventing School Failure, 37 (4), 6-10.
- Fung, P., Chow, B.W. and McBride-Chang, C. (2005). The impact of a dialogic reading program on deaf and
hard-of-hearing kindergarten and early primary school–aged students in Hong Kong. Journal of Deaf
Studies and Deaf Education, 10 (1), 82-95.
- Gay, L.M. Mills, G.E. and Arirasian, P.W. (2012). Educational research: Compentencies for analysis and
applications. Boston: Pearson Education, Inc.
- Geers, A.E., Brenner, C. and Davidson, L. (2003). Factors associated with development of speech perception
skills in children implanted by age five. Ear Hear, 24, 24-35.
- Girgin, Ü. (1987). Doğal işitsel-sözel yöntemle eğitim gören işitme engelli çocuklarda okuma-anlama
davranışlarının irdelenmesi. Yayımlanmamış yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir.
- Girgin, Ü. (2004). İşitme engelli çocuklarda okuma anlama stratejilerinin önemi ve kullanımı. Abant İzzet
Baysal Üniversitesi Eğitim Fakültesi Dergisi, 4 (8), 33-44.
- Girgin, Ü. (2006). Evaluation of Turkish hearing impaired students’ reading camprehension with the miscue
analysis inventory. International Journal of Special Education, 21 (3), 68-84.
- Girgin, Ü. (2012). Phonic-based sentence method for students with hearing impairnment: A case study from
Turkey. Berlin: LAP Lambert Academic Publishing.
- Goldberg, H. and Lederberg, A. R. (2015). Acquisition of the alphabetic principle in deaf and hard-of-hearing
preschoolers: The role of phonology in letter-sound learning. Reading and Writing, 28 (4), 509-525.
- Gravenstede, L. (2009). Phonological awareness and decoding skills in deaf adolescents. Deafness and
Education International, 11 (4), 171-190.
- Griffith, P.L., Beach, S.A., Ruan, J. and Dunn, L. (2008). Literacy for young children: A guide for early
childhood educators. CA: Corwin Press.
- Halliday, L.F. and Bishop, D.V. (2005) Frequency discrimination and literacy skills in children with mild to
moderate sensorineural hearing loss. Journal of Speech, Language, and Hearing Research, 48, 1187-
1203.
- Hardin, B. J., Jones, M. G., and Figueras, O. (2005). More than clocks and calendars: The construction of
timekeepers by eleven kindergarten children in Mexico and the United States. Journal of Research in
Childhood Education, 19 (3), 223-241.
- Harris, M. and Moreno, C. (2004). Deaf children’s use of phonological coding: Evidence from reading,
spelling, and working memory. Journal of Deaf Studies and Deaf Education, 9 (3), 253-268.
- Hegarty, S. (2001). Inclusive education-a case to answer. Journal of Moral Education, 30 (3), 243-249.
Heilman, A.W., Blair, T.R. and Rupley, W.H. (2002). Principles and practices of teaching reading.
(10.Baskı). New Jersey: Merrill/Prentice Hall.
- Hopwood, V. and Gallaway, C. (1999). Evaluating the linguistik experience of a deaf child in a mainstream
class: A case study. Deafness and Education International, 1 (3), 172- 187.
- Ingber, S. and Eden, S. (2011). Enhancing sequential time perception and storytelling ability of deaf and hard
of hearing children. American Annals of the Deaf, 156 (4), 391-401.
- İçden, G. (2003). Üniversite hazırlık sınıfı işitme engelli öğrencilerinin okuma sonrası soruları
yanıtlamalarında “Soru Yanıt İlişkileri” stratejisinin kullanımı. Yayımlanmamış yüksek lisans tezi,
Anadolu Üniversitesi, Eskişehir.
- James, D., Rajput, K., Brown, T., Sirimanna, T., Brinton, J. and Goswami, U. (2005). Phonological awareness
in deaf children who use cochlear implants. Journal of Speech, Language, and Hearing Research, 48,
1511-1528.
- Johnson, A.P. (2012). A short guide to action research. (4. Baskı). USA: Pearson Education, Inc.
Johnson, M.A. and Roberson, G.F. (1988). The language experience approach: Its use with young hearingimpaired students. American Annals of the Deaf, 133 (3), 223-225.
- Karasu, H.P. ve Girgin, Ü. (2007). Kaynaştırmadaki işitme engelli öğrencilerin yazılı beceri düzeylerinin
değerlendirilmesi. Sosyal Bilimler Dergisi, 1, 467-488.
- Karasu, H.P., Girgin, Ü. ve Uzuner, Y. (2012). İşitme engelli öğrenciler ve işiten öğrencilerin okuma
becerilerinin formel olmayan okuma envanteri ile değerlendirilmesi. Anadolu Journal of Educational
Sciences International, 2 (1), 65-88.
- Karasu, H.P., Girgin, Ü. ve Gürgür, H. (2015). İşitme Engelli Bir Çocuğun Okuma Yazma Becerilerinin Dil
Deneyim Yaklaşımı İle Desteklenmesi. Turkish Online Journal of Qualitative Inquiry, 6 (1), 111-144.
- Kelly, L. (1996). The interaction of syntactic competence and vocabulary during reading by deaf students.
Journal of Deaf Studies and Deaf Education, 1, 75-90.
- Kelly, L. and Ewoldt, C. (1984). Interpreting nonverbatim cloze responses to evaluate program success and
diagnose student needs for reading instruction. American Annals of the Deaf, 129 (1), 45-51.
- Kırmızı, F.S. ve Ünal, E. (2016). İlk okuma yazma öğretimi. Ankara: Anı Yayıncılık.
- Koç, R. (2012). Okuma yazma öğretimi yöntemleri ve “ses temelli cümle yöntemi” uygulaması. International
Periodical For The Languages, Literature and History of Turkish or Turkic, 7 (4), 2259-2268.
- Kreimeyer, K.H., Crooke, P., Drye, C., Egbert, V. and Kleinn, B. (2000). Academic and social benefits of a
co-enrollment model of inclusive education for deaf and hard-of-hearing children. Journal of Deaf
Studies and Deaf Education, 5 (2), 174-185.
- Lederberg, A.R., Schick, B. and Spencer, P.A. (2012). Language and literacy development of deaf and hardof-hearing children: Succeses and challenges. Developmental Psychology, 30, 1-16.
- Lim, SYC. and Simser, J. (2005). Auditory-verbal theraphy for children with hearing impairment. Annals
Academy of Medicine, 34(4), 307-312.
- Luetke-Stahlman, B. and Nielsen, D.C. (2003). The contribution of phonological awareness and receptive and
expressive English to the reading ability of deaf students with varying degrees of exposure to
accurate English. Journal of Deaf Studies and Deaf Education, 8(4), 464-484.
- Marschark, M., Sapere, P., Convertino, C.M. and Mayer, C. (2009). Are deaf students’ reading challenges
really about reading? American Annals of the Deaf, 154(4), 357-370.
- McGee, L.M. and Morrow, L.M. (2005). Teaching literacy in kindergarten. New York: The Guildford Press.
- MEB. (2015). Türkçe dersi (1-8. sınıflar) öğretim programı. Ankara: MEB
- MEB. (2016). Türkçe ilkokul öğretmen kılavuz kitabı: 1. sınıf. Ankara: MEB
- Miller, W.H. (2005). Improving early literacy: Strategies and activities for struggling students (K-3). San
Francisco: Jossey-Bass.
- Mills, G.E. (2003). Action research: A guide fort the teacher researcher. (2. Baskı). Merrill Prentice Hall.
- Moeller, M. P., Hoover, B. M., Putman, C. A., Arbataitis, K., Bohnenkamp, G. and Peterson, B. (2007).
Vocalizations of infants with hearing loss compared to infants with normal hearing. Part I: Phonetic
development. Ear and Hearing, 28(5), 605-627.
- Nielsen, D.C. and Luetke-Stahlman, B. (2002). The benefit of assessment-based language and reading
instruction: Perspectives from a case study. Journal of Deaf Studies and Deaf Education, 7(2), 149-
186.
- Önal, M.N. (2002). Türkçenin eğitimi ve öğretiminde oyun tekerlemelerinin yeri ve önemi. Sosyal Bilimler
Enstitüsü Dergisi, 9, 1-17.
- Pakulski, L.A. and Kaderavek, J.N. (2004). Facilitating literacy using experience boks: A case study of two
children with hearing loss. Communication Disorders Quarterly, 25 (4), 179-188.
- Powers, S. (2001). Investigating good practice in supporting deaf pupils in mainstream school. Educational
Review, 53(2), 181-190.
- Powers, S. (2002). From concepts to practice in deaf education: A United Kingdom perspective on inclusion.
Journal of Deaf Studies and Deaf Education, 7(3), 230-243.
- Rahim, Z.A. and Brown, M. (2015). Systematic phonics intervention and its impact on the development of
phonics skills and speech perception among children with hearing loss using spoken language.
Internatioanal Academic Research Journal of Social Science, 1(2), 206-210.
- Reutzel, D.R. and Cooter, R.B. (2007). Strategies assessment and instruction: Helping every child succeed.
(3.Baskı). New Jersey: Pearson Education, Inc.
- Salend, S. J. (1998). Creating inclusive classroom. (5th ed.) NJ: Pearson Education.
- Sarı, H. (2008). Sınıf öğretmenlerinin ilkokuma ve yazma öğretiminde karşılaştıkları sorunlar.
Yayımlanmamış yüksek lisans tezi, Beykent Üniversitesi, İstanbul.
- Sarıkaya, E. ve Uzuner, Y. (2013). İşitme engelli çocukların okuma-yazma öğrenmelerine ilişkin öğretmen
görüşleri. Eğitimde Nitel Araştırmalar Dergisi-ENAD, 1(1), 31-61.
- Schirmer, B.R. (2000). Language and literacy development in children who are deaf. (2. Baskı). Boston: Ally
and Bacon, Inc.
- Schirmer, B.R. (2010). Teaching the struggling reader. Boston: Pearson Education, Inc.
- Schirmer, B.R. and Schaffer, L. (2010). Implementation of the guided reading approach with elementary
school deaf students. American Annals of the Deaf, 155(3), 377-385.
- Stewart, D.A. and Clarke, B.R. (2003). Literacy and your deaf child: What every parent should know.
Washington, DC: Gallaudet University Press.
- Stinson, M.S. and Kluwin, T.N. (2003). Educational consequences of alternative school placement. M.
Marschark and P.E. Spencer (Eds.), The Handbook of Deaf Studies, Language and Education içinde
(s. 47-96). New York: Oxford University Press.
- Thomas, D.R. (2006). A general inductive approach for analyzing qualitative evaluation data. American
Journal of Evaluation, 27(2), 237-246.
- Tok, Ş., Tok, T.N. ve Mazı, A. (2008). İlkokuma yazma öğretiminde çözümleme ve ses temelli cümle
yöntemlerinin değerlendirilmesi. Kuram ve Uygulamada Eğitim Yöntemi, 53, 123-144.
- Trezek, B.J. and Malmgren, K.W. (2005). The efficacy of utilizing a phonics treatment package with middle
school deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 10(3), 256-
271.
- Trezek, B.J. and Wang, Y. (2006). Implications of utilizing a phonics-based reading curriculum with children
who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 11(2), 202-213.
- Trezek, B.J., Wang, Y., Woods, D.G., Gampp, T.L. and Paul, P.V. (2007). Using visual phonics to
supplement beginning reading instruction for students who are deaf or hard of hearing. Journal of
Deaf Studies and Deaf Education, 12(3), 1-12.
- Turan, Z., Küçüköncü, D.T., Cankuvvet, N. and Yolal, Y. (2012). Evaluation of language and listening skills
of the children with hearing who use cochlear implants and hearing aids. Gulhane Med J., 54(2),
142-150.
- Türkyılmaz, M. (2010). Bir ders aracı olarak dinleme metinlerinin anlamaya etkisi: “eskici” metni
örnekleminde deneysel bir çalışma. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 23(4), 207-220.
- Uzuner, Y. (2008). Metacognitive strategies applied during correcting text-related answers of three students
with hearing loss. Journals of Research in Special Educational Needs, 8(1), 47-54.
- Uzuner, Y., İçden, G., Girgin, Ü., Beral, A. and Kırcaali-İftar, G. (2005). An examination of impacts of text
related questions on story grammar acquisition of three Turkish youths with hearing loss. The
Journal of Special Education, 20(2), 111-121.
- Uzuner, Y., Kırcaali-İftar, G. ve Karasu, P. (2005). Comparing the effects of various procedures on
reconstruction of narratives according to story grammar of a youth with hearing loss. Reading Matrix,
5(2), 15-27.
- Vacca, J.L., Gove, M.K., Lenhart, L.A., Vacca, R.T., Burkey, L.C. and McKeon, C.A. (2003). Reading and
learning to read. (5. Baskı). Boston: Allyn and Bacon.
- Wauters, L.N., Tellings, A.E.J.M. and Van Bon, W.H.J. (2007). Mode of acquisition as a factor in deaf
children’s reading comprehension. Journal of Deaf Studies and Deaf Education, 13(2), 175-192.
- Wauters, L.N., Van Bon, W.H.J. and Tellings, A.E.J.M. (2006). Reading comprehension of Dutch deaf
children. Reading and Writing, 19, 49-76.
- Worden, P.E. and Boettcher, W. (1990). Young children’s acquisition of alphabet knowledge. Journal of
Reading Behavior, 22(3), 277-295.
- Yaşar, Ö.K. (2008). Resmi ve özel kurumlarda görev yapan işitme engeliler öğretmenlerinin yeni ilkokuma ve
yazma öğretim programına ilişkin görüşleri. Yayımlanmamış yüksek lisans tezi, Hacettepe
Üniversitesi, Ankara.
- Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9. baskı). Ankara: Seçkin
Yayıncılık.
- Zwiers, J. (2005). Building reading comprehension habits in grades 6-12: A toolkit of classroom activities.
(3.Baskı). Menlo Park: International Reading Association.