ÇOKLU YETERSİZLİKLERDE DOĞRUDAN ÖĞRETİM İLE GERÇEKLEŞTİRİLEN GÖRSEL KART VE VİDEO TEMELLİ ÖĞRETİM YAKLAŞIMLARININ RENK ÖĞRETİMİNDE KARŞILAŞTIRMALI ETKİLİLİĞİ

Eğitimcilerin uygulamalar sırasında karşılaştığı zorluklardan biri, öğrencilerin çoklu yetersizliğe sahip olma durumunda var olan öğrenme potansiyellerini ortaya çıkarıp, performanslarını ve yeni öğrenmelerini geliştirerek destekleyecek öğretim sistemlerini tasarlamaktır. Yetkin Öğrenci Modeli (YÖM), öğretmenleri çoklu yetersizliğe sahip çocuklar için etkili öğretim programlamasını formüle etme, sunma ve izleme durumuna getirmek için doğrudan öğretim ve davranış analizi uygulamalarını bütünleştirmektedir. Bu model öğretmenlerin ve öğrencilerin öğrenim koşulları altında öğretimlerini sürdürebilmelerini sağlamak için gereken repertuar olarak adlandırılan bilgi ve vasıflı tepkiyi oluşturur, güçlendirir ve korur. Ayrıca bu modelde öğretmenlerin ve öğrencilerinin danışman desteği ile önemli öğretim hedeflerinin üstesinden gelebilmelerini sağlamak amacıyla, çoklu yetersizliğe sahip çocukların yetkin şekilde öğrenebilen öğrenciler haline gelebilmesi için gerekli olan repertuarlara odaklanılması sağlanmaktadır. Sınırlı ve neredeyse değişmeyen eğitim etkinliklerine video temelli etkinliklerin eklenmesi üzerine öğrencilerin iletişim, özdenetim, hoşgörü/başa çıkma ve kararlı ilişkiler kurma konularında daha motive oldukları gözlemlenmiştir. Her üç öğrencinin de iletişim kurmak için stajyer öğretmenleri ile etkileşime geçmede daha istekli oldukları, stajyer öğretmenlerin yönergelerine daha fazla uyma eğilimi içinde oldukları, beslenme ve yemek saatlerinde yönergelere uydukları belirlenmiştir. Ayrıca problemlerin sık şekilde ortaya çıktığı geçiş zamanlarında örneğin, aradan sonra yeniden derse girişlerde öğrencilerin uyumlu oldukları, ihtiyaç ve isteklerini ağlamadan ya da bağırmadan göstererek ya da söylemeye çalışarak ifade ettikleri saptanmıştır. Bu makale, çok engelli çocuklarda yetkin öğrenci repertuarlarının geliştirilmesinde iki farklı renk öğretim sistemini karşılaştırılarak en etkin olanının belirlenmesini, kısaca sağaltım yaklaşımlarını değiştirerek yetkili öğrenciler üretmek üzere öğretmenlerin nasıl eğitilebileceklerini ve sonuçları değerlendirerek yüksek açıklamaktadır. performansla öğretimlerini nasıl sürdüreceklerini açıklamaktadır.

COMPARATIVE EFFECTIVENESS OF VIDEO BASED AND VISUAL CARD TEACHING APPROACHES WITH DIRECT TEACHING IN MULTIPLE DISABILITIES IN COLOR TEACHING

One of the challenges faced by practitioners during practice is to design teaching systems that will support existing learners' potentials and improve their performance and new learning in the event that students have multiple disabilities. The Competent Student Model (CSM) integrates direct teaching and behavioral analysis practices for teachers to formulate, present and monitor effective teaching curricula for children with multiple disabilities. This model creates, strengthens and protects the knowledge and skilled response that is called the repertoire to ensure that teachers and students can continue their education under the learning conditions. In addition, this model focuses on the repertoires that are necessary for children with multiple disabilities to become competent learners, in order to ensure that teachers and their students can reach the top of their major teaching goals with counseling support. With the addition of video-based activities to limited and almost unchanging educational activities, it has been observed that students are more motivated to communicate, self-control, tolerance / coping and stable relationships. It has been determined that all three learners are more willing to interact with trainee teachers in order to communicate and that they are more likely to follow the trainee teachers’ guidelines than at other times. It has also been found that during the transitional periods in which problems often occur, for example, when students return class after recess time, they express their needs without crying or shouting. This paper explains how to determine the most effective treatment by comparing two different color teaching systems in the development of competent student repertoires in children with multiple disabilities, how to train teachers to produce competent students by changing their treatment approaches, and how to maintain high performance teaching by evaluating the results

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