AN ANALYSIS OF DEAF STUDENTS’ PERCEPTIONS ABOUT USAGE OF INFORMATION AND COMMUNICATION TECHNOLOGIES FOR THEIR EDUCATION
Deaf children are interested in their environment like all other children as soon as they
are born, however, they often differ in their hearings, voices and expressive skills that are
needed for essential everyday communication. In this context, the most distinctive
characteristics of deaf students that they are not always able to learn spoken language in a
natural way, mostly they receive information through communication. It is observed that
deaf students have problems in communication skills which are typically reflected in their
reading, comprehension, speaking, and writing skills. Being below the level of hearing
children in using spoken language skills can affect their cognitive, social and emotional
developments negatively. Further, social pressure and lack of self-confidence may cause
these children to have psychological learning problems in mainstream settings so many deaf students continue to need special education services. In order to meet these needs, it is
necessary to create a differentiated environment according to their impairment levels and to
provide equipment and opportunities to be able to experience education with using
Information and Communication Technologies (ICTs). However, there is limited research
about how Information and Communication Technologies are used in education of deaf
students who study in Special Education Vocational High Schools for the Deaf in Turkey.
Therefore, this study aims to examine the use of ICTs in schools and classes during the
education of deaf students. In this study, semi-structured interview method as a research
method was used as one of the qualitative research methods. The data were collected
through semi-structured interviews developed by the researchers. The collected data were
analyzed using a ‘Content Analysis Technique.’ According to the findings, deaf students are
positive about ICTs using during their education such as computer, projector and smart
boards. Further, it was found that teachers did not have enough knowledge about ICTs and
software which should used in the education of deaf students.
Anahtar Kelimeler:
Key words: deaf students, special education, technology use, ICTs
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- ISSN: 2630-6123
- Başlangıç: 2018
- Yayıncı: Atlas att. dış tic. bilg. kırt. ve gd. ltd. şti
Sayıdaki Diğer Makaleler
Gazze'de Kapsayıcı Eğitim Uygulamalarının Öğretmen Görüşlerine Göre Değerlendirilmesi