The Examination of Teacher Views on Writing Skills of Students with Special Needs

Nesime Kübra Terzioğlu; Nurcan Çakar; Elif Cansel Yıkmış; Hilal Kaplan

Makale detayları

The Examination of Teacher Views on Writing Skills of Students with Special Needs

Yazarlar:

Nesime Kübra Terzioğlu | Nurcan Çakar | Elif Cansel Yıkmış | Hilal Kaplan

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Zihinsel Engelli Eğitimi | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 4, pp.2491-2511

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332692

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 The aim of this study is to examine special education teachers views on their students writing skills. In this context, the phenomenological design, one of the qualitative research approaches, was used to understand special education teachers views, experiences, and perceptions regarding their students writing skills. The data for the study were collected using a semi-structured interview form consisting of nine questions. The study group consisted of 20 special education teachers working in various provinces of Turkey. The data, analyzed through content analysis, were presented and interpreted in tables by providing themes, sub-themes, codes, and frequencies. The results of the study revealed that, according to special education teachers, the most influential factors on students writing skills are the development of finger muscles, maturation, and the habit of holding a pencil. The prerequisites for writing skills were identified as proper pencil grip and well-developed fine motor skills. Additionally, special education teachers assess their students writing skills through classroom observations and criteria such as the use of uppercase and lowercase letters and punctuation marks. Finally, the results of the study reveal that special education teachers highlighted the positive impact of family support and collaboration with families on students writing skills.

 The aim of this study is to examine special education teachers views on their students writing skills. In this context, the phenomenological design, one of the qualitative research approaches, was used to understand special education teachers views, experiences, and perceptions regarding their students writing skills. The data for the study were collected using a semi-structured interview form consisting of nine questions. The study group consisted of 20 special education teachers working in various provinces of Turkey. The data, analyzed through content analysis, were presented and interpreted in tables by providing themes, sub-themes, codes, and frequencies. The results of the study revealed that, according to special education teachers, the most influential factors on students writing skills are the development of finger muscles, maturation, and the habit of holding a pencil. The prerequisites for writing skills were identified as proper pencil grip and well-developed fine motor skills. Additionally, special education teachers assess their students writing skills through classroom observations and criteria such as the use of uppercase and lowercase letters and punctuation marks. Finally, the results of the study reveal that special education teachers highlighted the positive impact of family support and collaboration with families on students writing skills.

 The aim of this study is to examine special education teachers views on their students writing skills. In this context, the phenomenological design, one of the qualitative research approaches, was used to understand special education teachers views, experiences, and perceptions regarding their students writing skills. The data for the study were collected using a semi-structured interview form consisting of nine questions. The study group consisted of 20 special education teachers working in various provinces of Turkey. The data, analyzed through content analysis, were presented and interpreted in tables by providing themes, sub-themes, codes, and frequencies. The results of the study revealed that, according to special education teachers, the most influential factors on students writing skills are the development of finger muscles, maturation, and the habit of holding a pencil. The prerequisites for writing skills were identified as proper pencil grip and well-developed fine motor skills. Additionally, special education teachers assess their students writing skills through classroom observations and criteria such as the use of uppercase and lowercase letters and punctuation marks. Finally, the results of the study reveal that special education teachers highlighted the positive impact of family support and collaboration with families on students writing skills.

 Bu araştırmanın amacı özel eğitim öğretmenlerinin öğrencilerinin yazma becerilerine ilişkin görüşlerini incelemektir. Bu bağlamda özel eğitim öğretmenlerinin öğrencilerinin yazma becerilerine ilişkin görüşlerini, deneyimlerini ve algılarını anlamak amacıyla nitel araştırma yaklaşımlarından biri olan fenomenoloji deseni kullanılmıştır. Araştırmanın verileri dokuz sorudan oluşan yarı yapılandırılmış görüşme formu ile toplanmıştır. Türkiyenin çeşitli illerinde çalışmakta olan 20 özel eğitim öğretmeni araştırmanın çalışma grubunu oluşturmuştur. İçerik analizi ile analiz edilen veriler tema, alt tema, kodlar ve söylenme sıklıkları verilerek tablolar halinde sunulmuş ve yorumlanmıştır. Araştırmanın sonucunda özel eğitim öğretmenlerine göre öğrencilerinin yazma becerilerini en çok parmak kaslarının gelişimi, olgunlaşma ve kalem tutma alışkanlıklarının etkilediği; yazma becerisinin önkoşullarının ise doğru kalem tutma ve ince motor becerilerin gelişmiş olması olduğu belirlenmiştir. Ayrıca, özel eğitim öğretmenleri, öğrencilerinin yazma becerilerini sınıf içi gözlemler ve büyük-küçük harf kullanımı, noktalama işaretlerinin kullanımı gibi kriterler bağlamında değerlendirmektedirler. Son olarak, araştırma sonuçları, özel eğitim öğretmenlerinin aile desteği ve ailelerle iş birliğinin öğrencilerin yazma becerileri üzerindeki olumlu etkilerini vurguladığını göstermiştir.

Makale detayları

The Examination of Teacher Views on Writing Skills of Students with Special Needs

Yazarlar:

Nesime Kübra Terzioğlu | Nurcan Çakar | Elif Cansel Yıkmış | Hilal Kaplan

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Zihinsel Engelli Eğitimi | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 4, pp.2491-2511

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332692

pISSN:

1303-0493

Special education teachers

Students with disabilities

Primary reading and writing

Writing skillsÖzel eğitim öğretmenleri

Yetersizliğe sahip olan öğrenciler

İlk okuma ve yazma

Yazma becerileri

Sayı

Makale detayları

Yazarlar: Nesime Kübra Terzioğlu | Nurcan Çakar | Elif Cansel Yıkmış | Hilal Kaplan

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Zihinsel Engelli Eğitimi | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 4, pp.2491-2511

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001332692

pISSN: 1303-0493

Sayı

Yazarlar:

Nesime Kübra Terzioğlu | Nurcan Çakar | Elif Cansel Yıkmış | Hilal Kaplan

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Zihinsel Engelli Eğitimi | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 4, pp.2491-2511

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001332692

pISSN:

1303-0493