Pre-service Teachers' Views on Multiple Disabilities and Visual Impairment

Pınar Demiryürek; Hatice Cansu Bilgiç; Pınar Şafak

Makale detayları

Pre-service Teachers' Views on Multiple Disabilities and Visual Impairment

Yazarlar:

Pınar Demiryürek | Hatice Cansu Bilgiç | Pınar Şafak

Yayıncı:

Ankara University

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 3, pp.361-374

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001297966

pISSN:

1304-7639

Anahtar kelimeler:

Özet:

 Introduction: The study aims to determine whether there are any changes in the perceptions of final year pre-service special education teachers towards students with Multiple Disabilities and Visual Impairment MDVI and their education as a result of their teaching practice with these students. Method: The study conducted through semi-structured interviews under qualitative research methods involved four female and two male pre-service teachers who were purposively selected according to the criterion sampling method and who were studying in the Visual Impairments Teaching Programme and continue their teaching practice with MDVI students. The data of the study were collected through semi-structured interviews. The data were collected before and after the teaching practice and analysed using the content analysis method. Findings: In the light of the findings obtained, it is observed that the teaching practice with students with MDVI has a positive impact on the pre-service teachers perceptions of students with MDVI and their education. After the practice, all participants had positive experiences with students with MDVI. The pre-service teachers have critically examined the physical structure of the school and the classroom after the practice; therefore, in the theme of the educational environment, while initially, two participants found the physical structure of the classroom positive, in the final interview all participants stated that it was not suitable. In the theme of pre-service teacher education, it was expressed that theoretical courses were useful but needed to be supported by practice. Participants stated that teaching practice with students with MDVI was beneficial in terms of gaining experience and that they would be able to work with students with all types of disabilities after graduation. Discussion: This study examines the pre-service teachers views towards students with MDVI and their education and shows that they change positively during the year of teaching practice. The pre-service teachers stated that their feelings and views about the educational environment changed positively as they gained experience. Participants emphasised the need to enrich special education curriculum by increasing the focus on practice and experience in course content. In addition, it was noted that in-service training and digital materials could help teachers to provide quality education.

 Introduction: The study aims to determine whether there are any changes in the perceptions of final year pre-service special education teachers towards students with Multiple Disabilities and Visual Impairment MDVI and their education as a result of their teaching practice with these students. Method: The study conducted through semi-structured interviews under qualitative research methods involved four female and two male pre-service teachers who were purposively selected according to the criterion sampling method and who were studying in the Visual Impairments Teaching Programme and continue their teaching practice with MDVI students. The data of the study were collected through semi-structured interviews. The data were collected before and after the teaching practice and analysed using the content analysis method. Findings: In the light of the findings obtained, it is observed that the teaching practice with students with MDVI has a positive impact on the pre-service teachers perceptions of students with MDVI and their education. After the practice, all participants had positive experiences with students with MDVI. The pre-service teachers have critically examined the physical structure of the school and the classroom after the practice; therefore, in the theme of the educational environment, while initially, two participants found the physical structure of the classroom positive, in the final interview all participants stated that it was not suitable. In the theme of pre-service teacher education, it was expressed that theoretical courses were useful but needed to be supported by practice. Participants stated that teaching practice with students with MDVI was beneficial in terms of gaining experience and that they would be able to work with students with all types of disabilities after graduation. Discussion: This study examines the pre-service teachers views towards students with MDVI and their education and shows that they change positively during the year of teaching practice. The pre-service teachers stated that their feelings and views about the educational environment changed positively as they gained experience. Participants emphasised the need to enrich special education curriculum by increasing the focus on practice and experience in course content. In addition, it was noted that in-service training and digital materials could help teachers to provide quality education.

 Introduction: The study aims to determine whether there are any changes in the perceptions of final year pre-service special education teachers towards students with Multiple Disabilities and Visual Impairment MDVI and their education as a result of their teaching practice with these students. Method: The study conducted through semi-structured interviews under qualitative research methods involved four female and two male pre-service teachers who were purposively selected according to the criterion sampling method and who were studying in the Visual Impairments Teaching Programme and continue their teaching practice with MDVI students. The data of the study were collected through semi-structured interviews. The data were collected before and after the teaching practice and analysed using the content analysis method. Findings: In the light of the findings obtained, it is observed that the teaching practice with students with MDVI has a positive impact on the pre-service teachers perceptions of students with MDVI and their education. After the practice, all participants had positive experiences with students with MDVI. The pre-service teachers have critically examined the physical structure of the school and the classroom after the practice; therefore, in the theme of the educational environment, while initially, two participants found the physical structure of the classroom positive, in the final interview all participants stated that it was not suitable. In the theme of pre-service teacher education, it was expressed that theoretical courses were useful but needed to be supported by practice. Participants stated that teaching practice with students with MDVI was beneficial in terms of gaining experience and that they would be able to work with students with all types of disabilities after graduation. Discussion: This study examines the pre-service teachers views towards students with MDVI and their education and shows that they change positively during the year of teaching practice. The pre-service teachers stated that their feelings and views about the educational environment changed positively as they gained experience. Participants emphasised the need to enrich special education curriculum by increasing the focus on practice and experience in course content. In addition, it was noted that in-service training and digital materials could help teachers to provide quality education.

 Giriş: Araştırmanın amacı, özel eğitim öğretmen adayı son sınıf öğrencilerinin çoklu yetersizliği olan görmeyen ÇYG öğrencilerle yaptıkları öğretmenlik uygulaması sonucunda bu öğrencilere ve eğitimlerine yönelik algılarında değişiklik olup olmadığını belirlemektir. Yöntem: Nitel araştırmalardan yarı yapılandırılmış görüşme ile gerçekleştirilen araştırmada, amaçlı örneklem türlerinden ölçüt örnekleme yöntemine uygun olarak seçilen, Görme Engelliler Öğretmenliği Programında okuyan ve ÇYG öğrencilerle öğretmenlik uygulamasına devam eden dört kız iki erkek öğretmen adayı ile yürütülmüştür. Araştırmanın verileri; yarı-yapılandırılmış görüşmelerle elde edilmiştir. Veriler, öğretmenlik uygulaması başlamadan önce ve bitiminde toplanmış ve toplanan veriler içerik analizi yöntemiyle çözümlenmiştir. Bulgular: Ulaşılan bulgular ışığında, ÇYG olan öğrencilerle yapılan öğretmenlik uygulamasının öğretmen adaylarının ÇYG öğrenciler ve onların eğitimleri üzerinde olumlu yönde etkisi olduğu görülmektedir. Uygulama sonrası, tüm katılımcılar ÇYG öğrencilerle olumlu deneyimler yaşamışlardır. Öğretmen adayları uygulama sonrası okul ve sınıfın fiziki yapısına eleştirel bir gözle bakmışlardır bu nedenle eğitim ortamı temasında, başlangıçta iki katılımcı sınıfın fiziksel yapısını olumlu bulurken, son görüşmede tüm katılımcılar uygun olmadığını belirtmiştir. Öğretmen adaylarının eğitimi temasında ise, teorik derslerin faydalı olduğu ancak uygulama ile desteklenmesi gerektiği ifade edilmiştir. Katılımcılar, ÇYG olan öğrencilerle yapılan öğretmenlik uygulamasının deneyim kazanmak açısından yararlı olduğunu ve mezuniyet sonrası her türlü yetersizliğe sahip öğrenciyle çalışabileceklerini belirtmişlerdir. Tartışma: Bu çalışma, öğretmen adaylarının ÇYG öğrencilere ve eğitimlerine yönelik görüşlerini incelemekte ve uygulama öğretim yılı boyunca olumlu yönde değişim gösterdiğini ortaya koymaktadır. Öğretmen adayları, duygularının ve eğitim ortamlarına yönelik görüşlerinin deneyim kazandıkça olumlu yönde değiştiğini belirtmişlerdir. Katılımcılar, özel eğitim programlarının uygulama ve deneyim odaklı ders içeriklerini arttırarak zenginleştirilmesi gerektiğini vurgulamışlardır. Ayrıca, hizmet içi eğitim ve dijital materyallerin öğretmenlerin nitelikli eğitim sunmalarına katkı sağlayabileceği belirtilmiştir.

Makale detayları

Pre-service Teachers' Views on Multiple Disabilities and Visual Impairment

Yazarlar:

Pınar Demiryürek | Hatice Cansu Bilgiç | Pınar Şafak

Yayıncı:

Ankara University

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 3, pp.361-374

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001297966

pISSN:

1304-7639

Severe and multiple disabilities

education of multiple disabilities and visual impairment

special education

teaching practice

pre-service trainingAğır ve çoklu yetersizlik

çoklu yetersizliği olan görmeyen çocukların eğitimi

özel eğitim

öğretmenlik uygulaması.

hizmet öncesi eğitim

Sayı

Makale detayları

Yazarlar: Pınar Demiryürek | Hatice Cansu Bilgiç | Pınar Şafak

Yayıncı: Ankara University

Dergi: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 3, pp.361-374

Belge Tipi: Makale

Yayın Tarihi: 1/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001297966

pISSN: 1304-7639

Sayı

Yazarlar:

Pınar Demiryürek | Hatice Cansu Bilgiç | Pınar Şafak

Yayıncı:

Ankara University

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 3, pp.361-374

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001297966

pISSN:

1304-7639