Expressing the Science Perceptions of Children with Special Needs through Pictures

Serhat Çakabay; Pelin Mete

Makale detayları

Expressing the Science Perceptions of Children with Special Needs through Pictures

Yazarlar:

Serhat Çakabay | Pelin Mete

Yayıncı:

Anadolu University

Ana Başlıklar:

Çoklu Engelli Eğitimi

Dergi:

Anadolu Journal of Educational Sciences International Vol.15 Issue 3, pp.829-862

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359292

pISSN:

2146-4014

Anahtar kelimeler:

Özet:

 This article examines how special education students express their perceptions of science through pictures. The research was conducted to emphasise that pictures are an important means of communication for special needs students who have language and communication difficulties. The study was conducted with six students attending a special education class at a state school in Bingöl province. Four of the participants have mild intellectual disabilities, one has speech and articulation disorders, and one has language and speech disorders. In the study, the students were given the following instruction: What comes to mind when you hear the word science? Can you express your thoughts by drawing pictures? The childrens drawings were analysed analysis. During the coding process, a multidisciplinary approach was adopted with the support of the classroom teacher, special education teacher, science teacher, and art teacher. The data obtained were analysed using the MAXQDA programme, and a descriptive analysis was conducted based on 64 codes. The reliability of the codes was measured using Fleisss Kappa statistic, and a a good level of agreement 0.616 was determined. According to the findings, the themes that students associated with science included biology plants and animals, astronomy, environmental science, physics, engineering, meteorology, architecture, technology, and traffic safety. The most frequently encountered elements in the students pictures include the sun, stars, plants, animals, houses, and electrical circuits. Each students orientation toward different science disciplines reveals the impact of individual interests on the learning process. The study demonstrates that pictures are an effective tool for assessing the science knowledge perceptions of special education students . In this context, it is recommended that visual expression tools that respect childrens individual differences and encourage them to express themselves be included in the education and assessment processes. In addition, it is recommended that the applicability of this method be investigated in different disability groups and various science themes.

 This article examines how special education students express their perceptions of science through pictures. The research was conducted to emphasise that pictures are an important means of communication for special needs students who have language and communication difficulties. The study was conducted with six students attending a special education class at a state school in Bingöl province. Four of the participants have mild intellectual disabilities, one has speech and articulation disorders, and one has language and speech disorders. In the study, the students were given the following instruction: What comes to mind when you hear the word science? Can you express your thoughts by drawing pictures? The childrens drawings were analysed analysis. During the coding process, a multidisciplinary approach was adopted with the support of the classroom teacher, special education teacher, science teacher, and art teacher. The data obtained were analysed using the MAXQDA programme, and a descriptive analysis was conducted based on 64 codes. The reliability of the codes was measured using Fleisss Kappa statistic, and a a good level of agreement 0.616 was determined. According to the findings, the themes that students associated with science included biology plants and animals, astronomy, environmental science, physics, engineering, meteorology, architecture, technology, and traffic safety. The most frequently encountered elements in the students pictures include the sun, stars, plants, animals, houses, and electrical circuits. Each students orientation toward different science disciplines reveals the impact of individual interests on the learning process. The study demonstrates that pictures are an effective tool for assessing the science knowledge perceptions of special education students . In this context, it is recommended that visual expression tools that respect childrens individual differences and encourage them to express themselves be included in the education and assessment processes. In addition, it is recommended that the applicability of this method be investigated in different disability groups and various science themes.

 This article examines how special education students express their perceptions of science through pictures. The research was conducted to emphasise that pictures are an important means of communication for special needs students who have language and communication difficulties. The study was conducted with six students attending a special education class at a state school in Bingöl province. Four of the participants have mild intellectual disabilities, one has speech and articulation disorders, and one has language and speech disorders. In the study, the students were given the following instruction: What comes to mind when you hear the word science? Can you express your thoughts by drawing pictures? The childrens drawings were analysed analysis. During the coding process, a multidisciplinary approach was adopted with the support of the classroom teacher, special education teacher, science teacher, and art teacher. The data obtained were analysed using the MAXQDA programme, and a descriptive analysis was conducted based on 64 codes. The reliability of the codes was measured using Fleisss Kappa statistic, and a a good level of agreement 0.616 was determined. According to the findings, the themes that students associated with science included biology plants and animals, astronomy, environmental science, physics, engineering, meteorology, architecture, technology, and traffic safety. The most frequently encountered elements in the students pictures include the sun, stars, plants, animals, houses, and electrical circuits. Each students orientation toward different science disciplines reveals the impact of individual interests on the learning process. The study demonstrates that pictures are an effective tool for assessing the science knowledge perceptions of special education students . In this context, it is recommended that visual expression tools that respect childrens individual differences and encourage them to express themselves be included in the education and assessment processes. In addition, it is recommended that the applicability of this method be investigated in different disability groups and various science themes.

 Bu makale, özel eğitim öğrencilerinin fen bilgisi algılarını resimler aracılığıyla ifade etmelerini incelemektedir. Araştırma, dil ve iletişim güçlüğü yaşayan özel gereksinimli öğrenciler için resmin önemli bir iletişim aracı olduğunu vurgulamak amacıyla yapılmıştır. Çalışma, Bingöl ilindeki bir devlet okulunun özel eğitim sınıfında öğrenim gören altı öğrenciyle gerçekleştirilmiştir. Katılımcıların dört tanesi hafif düzeyde zihinsel yetersizlik, biri konuşma ve artikülasyon bozukluğu, biri ise dil ve konuşma bozukluğu yaşamaktadır. Araştırmada, öğrencilere Fen bilgisi denildiğinde neler düşünüyorsunuz? Düşüncelerinizi resim çizerek anlatır mısınız? yönergesi verilmiş; çocukların çizdikleri resimler doküman analizi yoluyla incelenmiştir. Kodlama sürecinde sınıf öğretmeni, özel eğitim öğretmeni, fen bilgisi öğretmeni ve resim öğretmeninden destek alınarak çok disiplinli bir yaklaşım benimsenmiştir. Elde edilen veriler MAXQDA programı ile analiz edilmiş; 64 kod üzerinden betimsel analiz yapılmıştır. Kodların güvenilirliği Fleissin Kappa istatistiği ile ölçülmüş ve kodlayıcılar arasında iyi düzeyde 0.616 bir uyum olduğu belirlenmiştir. Bulgulara göre, öğrencilerin fen bilgisiyle ilişkilendirdiği temalar arasında biyoloji bitki ve hayvanlar, astronomi, çevre bilimi, fizik, mühendislik, meteoroloji, mimarlık, teknoloji ve trafik güvenliği gibi alanlar yer almaktadır. Öğrenci resimlerinde en sık karşılaşılan ögeler arasında güneş, yıldızlar, bitkiler, hayvanlar, evler ve elektrik devreleri bulunmaktadır. Her öğrencinin farklı fen disiplinlerine yönelim göstermesi, bireysel ilgi alanlarının öğrenme sürecine etkisini ortaya koymaktadır. Araştırma, özel eğitim öğrencilerinin fen bilgisi algılarının değerlendirilmesinde resimlerin etkili bir araç olduğunu ortaya koymaktadır. Bu bağlamda, çocukların bireysel farklılıklarına saygı duyan ve onları ifade etmeye teşvik eden görsel anlatım araçlarının eğitim ve değerlendirme süreçlerine dahil edilmesi önerilmektedir. Ayrıca, bu yöntemin farklı yetersizlik gruplarında ve çeşitli fen bilimleri temalarında uygulanabilirliğinin araştırılması önerilmektedir. Anahtar kelimeler: Özel eğitim, Fen bilgisi algısı, Resim, Özel gereksinimli öğrenciler.

Makale detayları

Expressing the Science Perceptions of Children with Special Needs through Pictures

Yazarlar:

Serhat Çakabay | Pelin Mete

Yayıncı:

Anadolu University

Ana Başlıklar:

Çoklu Engelli Eğitimi

Dergi:

Anadolu Journal of Educational Sciences International Vol.15 Issue 3, pp.829-862

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359292

pISSN:

2146-4014

Special education

Science perception

Drawing

Students with special needsözel eğitim

fen bilgisi algısı

resim

özel gereksinimli öğrenciler

Sayı

Makale detayları

Yazarlar: Serhat Çakabay | Pelin Mete

Yayıncı: Anadolu University

Ana Başlıklar: Çoklu Engelli Eğitimi

Dergi: Anadolu Journal of Educational Sciences International Vol.15 Issue 3, pp.829-862

Belge Tipi: Makale

Yayın Tarihi: 9/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001359292

pISSN: 2146-4014

Sayı

Yazarlar:

Serhat Çakabay | Pelin Mete

Yayıncı:

Anadolu University

Ana Başlıklar:

Çoklu Engelli Eğitimi

Dergi:

Anadolu Journal of Educational Sciences International Vol.15 Issue 3, pp.829-862

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359292

pISSN:

2146-4014