Görme Yetersizliği Olan Lise Öğrencilerinin Genişletilmiş Çekirdek Müfredat Becerileri ile İlgili Öz Yeterlilik Düzeyleri
Bu araştırmanın amacı görme yetersizliği olan lise öğrencilerinin Genişletilmiş Çekirdek Müfredat (GÇM) alanlarındaki öz yeterlilik düzeylerini belirlemektir. Görme yetersizliği olan lise öğrencilerinin GÇM’nin dokuz beceri alanında öz yeterliklerini nasıl algıladıklarını incelemek için ABD’nin Iowa Eyaleti Eğitim Bakanlığı tarafından geliştirilen GÇM tarama aracı 5’li Likert ölçeğine uyarlanmıştır (1=hiç katılmıyorum, …, 5= tamamen katılıyorum). Türkiye genelinde görme yetersizliği olan 118 lise öğrencisi (15 ile 19 yaş arası) çalışmaya katılmıştır. Çalışmanın verileri nicel veri çözümleme tekniklerinden betimleyici analiz ve parametrik olmayan yöntemlerle analiz edilmiştir. Betimsel istatistik katılımcıların GÇM’nin dokuz beceri alanında kendi yeterliliklerini nasıl algıladıklarını belirlemek için kullanılırken, bağımsız gruplar içindeki öz yeterlilik düzeylerinin sıra ortalamaları arasındaki farkları karşılaştırmak için Mann-Whitney U testi kullanılmıştır. Katılımcıların cinsiyetleri, sınıf düzeyleri ve sosyo-ekonomik düzeyleri ile GÇM’nin üç alanındaki öz yeterlilik düzeyleri (bağımsız yaşam, kariyer eğitimi, bağımsız hareket ve boş zaman etkinlikleri) arasında anlamlı farklılık bulunmuştur (p < .05). Çalışmanın bulguları bazı demografik özelliklerin görme yetersizliği olan öğrencilerin GÇM alanındaki öz yeterliliğini etkileyebileceğini ortaya çıkarmıştır. Türkiye’de görme yetersizliği olan öğrencilerin GÇM becerileri ile ilgili alanda yapılan ilk çalışmalardan biri olan bu araştırmada kullanılan tarama aracını öğretmenler/eğitimciler görme yetersizliği olan öğrencilerin GÇM ile ilgili yeterliliklerini belirlerken kullanabilirler.
Anahtar Kelimeler:
Genişletilmiş Çekirdek Müfredat, öz yeterlilik, görme yetersizliği
Perceived Self-Competence of Youths with Visual Impairment in the Expanded Core Curriculum Skills
The purpose of this study was to evaluate the perceived self-competence of youths with visual impairment in Turkey in the Expanded Core Curriculum (ECC) areas. To examine how youths with visual impairment perceive their self-competence within the nine ECC areas, an ECC screening tool developed by the Iowa Department of Education was adapted into a five-point Likert-type scale (ranging from 1 = strongly disagree to 5 = strongly agree). Participants were 118 high school students with visual impairment across Turkey. Statistical analysis procedures included descriptive and nonparametric methods. The descriptive statistics were used to determine how participants perceive their competences in the nine ECC areas. The Mann-Whitney U test was used to compare the differences between the mean ranks of self-competence levels within the independent groups. Gender, grade level, and socio-economic level were the variables that evidenced significant differences (p < .05) among the participants’ self-competence levels in the ECC areas of independent living, career education, orientation and mobility (O&M), recreational and leisure skills. The findings demonstrated that some demographic variables may be considered as possible factors contributing to perceived self-competence of youths with visual impairment. As one of the earliest studies relating to ECC skills of youth with vision impairment in Turkey, practitioners may find value in the construct of Likert-type scale to measure the perceived self-competence of youths with visual impairment in the ECC areas.
Keywords:
expanded core curriculum, self-competence, visual impairment,
___
- Akbayrak, K. (2019). An investigation into teacher training programmes of teachers of learners with vision impairment in Turkey and England [Unpublished doctoral dissertation]. University of Birmingham. https://etheses.bham.ac.uk/id/eprint/9736/
- Akbayrak, K., & Douglas, G. (2022). Examining specialist teachers’ conceptualisations of their roles in supporting learners with vision impairment: a comparative analysis of Turkey and England using Bronfenbrenner’s ecological systems theory. European Journal of Special Needs Education. 37(6) 979-993. https://doi.org/10.1080/08856257.2021.1989129
- Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge. https://doi.org/10.4324/9780203029053
- Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th Ed.). Sage Publications. https://doi.org/10.1080/15424065.2022.2046231
- Douglas, G., & Hewett, R. (2014). Views of independence and readiness for employment amongst young people with visual impairment in the UK. The Australian Journal of Rehabilitation Counselling, 20(2), 81-99. https://doi.org/10.1017/jrc.2014.12
- Hatlen, P. (1996). The core curriculum for blind and visually impaired students, including those with additional disabilities. RE:view, 28(1), 25-32. https://eric.ed.gov/?id=EJ532379
- Islek, O. (2017). The historical development of the ECC and why we need it in Turkish Education System. Turkish International Journal of Special Education and Guidance & Counselling, 6(2), 40-57. http://www.tijseg.org/index.php/tijseg/article/view/58
- Kotb, S. A., Gadallah, M. A., & Marzouk, S. A. (2011). Self-esteem and quality of life among visually impaired children in Assiut City, Egypt. Journal of American Science, 7(8), 47-57. http://www.jofamericanscience.org/journals/am-sci/
- Lewis, S., & Allman, C. B. (2014). Learning, development, and children with visual impairments: The evolution of skills. In C. B. Allman & S. Lewis (Eds.), ECC Essentials: Teaching the Expanded Core Curriculum to Students with Visual Impairments. AFB press.
- McDonnall, M. C., & Crudden, A. (2009). Factors affecting the successful employment of transition-age youths with visual impairments. Journal of Visual Impairment & Blindness, 103(6), 329-341. https://doi.org/10.1177%2F0145482X0910300603
- McKnight, P. E., & Najab, J. (2010). Mann‐Whitney U Test. The Corsini Encyclopedia of Psychology. 1-1. https://doi.org/10.1002/9780470479216.corpsy0524
- Portney, L. G., & Watkins, M. P. (2009). Foundations of clinical research: Applications to practice (3rd Ed.). Pearson.
- Robinson, B. L., & Lieberman, L. J. (2004). Effects of visual impairment, gender, and age on self-determination. Journal of Visual Impairment & Blindness, 98(6), 351-366. https://doi.org/10.1177%2F0145482X0409800604
- Ruel, E. E., Wagner, W. E., & Gillespie, B. J. (2016). The practice of survey research: Theory and applications. Sage Publications. https://dx.doi.org/10.4135/9781483391700
- Sapp, W., & Hatlen, P. (2010). The expanded core curriculum: Where we have been, where we are going, and how we can get there. Journal of Visual Impairment & Blindness, 104(6), 338-348. https://doi.org/10.1177%2F0145482X1010400604
- Sapp, W., & Iowa ECC Resource Team (2006). Expanded core curriculum needs screening tool. Retrieved October 14, 2020. https://earubric.com/expanded-core-curriculum-needs-screening-tool/
- Shapiro, D. R., Moffett, A., Lieberman, L., & Dummer, G. M. (2005). Perceived competence of children with visual impairments. Journal of Visual Impairment & Blindness, 99(1), 15-25. https://doi.org/10.1177%2F0145482X0509900103
- Valiente, C., Lemery-Chalfant, K., Swanson, J., & Reiser, M. (2008). Prediction of children's academic competence from their effortful control, relationships, and classroom participation. Journal of Educational Psychology, 100(1), 67-77. https://doi.org/10.1037/0022-0663.100.1.67
- Wei, X., & Marder, C. (2012). Self-concept development of students with disabilities: Disability category, gender, and racial differences from early elementary to high school. Remedial & Special Education, 33(4), 247-257. https://doi.org/10.1177%2F0741932510394872
- Wolffe, K., & Kelly, S. M. (2011). Instruction in areas of the expanded core curriculum linked to transition outcomes for students with visual impairments. Journal of Visual Impairment & Blindness, 105(6), 340-349. https://doi.org/10.1177%2F0145482X1110500605
- Zhou, L., Smith, D. W., Parker, A. T., & Griffin-Shirley, N. (2013). The relationship between perceived computer competence and the employment outcomes of transition-aged youths with visual impairments. Journal of Visual Impairment & Blindness, 107(1), 43-53. https://doi.org/10.1177%2F0145482X1310700104
- Başlangıç: 2019
- Yayıncı: Salih RAKAP