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Determination of Teachers' Views on the Use of Assistive Technology in Special Education Classrooms
Get PDFThe use of assistive technologies in the education of individuals with special needs is rapidly increasing with advancements in technology, creating a greater demand for such tools in special education processes. At this juncture, the implementation of assistive technology, along with the experiences and competencies of teachers working in special education, is of paramount importance.This study aims to determine the opinions of teachers working in special education classes, special education work and practice centers, and special education vocational training centers in primary and secondary schools affiliated with the Ministry of National Education in Ankara and Eskişehir provinces. Four hundred fourteen special education teachers participated in the study. The descriptive survey model, which is appropriate for the study, was used. The data collection tool was the Assistive Technology Use Questionnaire developed by the researcher. The data were statistically analyzed, and frequency and percentage distributions were calculated. In analyzing the research data, the Chi-Square test, one of the non-parametric tests, was used in line with the objectives. The study's findings indicate that teachers' opinions on certain subtopics of assistive technology use varied significantly based on factors such as gender, educational status, teaching environment, prior assistive technology education during undergraduate studies, interest in internet and computer technologies, participation in assistive technology training, and personal use of assistive technologies. A majority of teachers reported feeling incompetent in using assistive technologies. The most commonly used and valued devices were smartphones, tablets, smart boards, and laptops. Based on these findings, integrating structured assistive technology training into teacher education programs and providing ongoing professional development opportunities could enhance teachers' competence and confidence in utilizing these technologies effectively.Keywords: Assistive technologies, individuals with special needs, teachers' opinions
Özel Gereksinimli Çocuklarda Okul Öncesi Kaynaştırmaya Hazırlık Etkinlikleri
Get PDFOkul öncesi dönemdeki kaynaştırma uygulamalarını destekleyen çalışmalara bakıldığında, özel
gereksinimli küçük çocukların kaynaştırma ortamına yerleştirilmesinin avantajlarının fazla olduğu
görülmektedir. Okul öncesi dönemdeki kaynaştırma uygulamalarında üzerinde durulması gereken önemli
unsurlardan biri de kaynaştırmaya hazırlık becerileridir. Kaynaştırmaya hazırlık becerileri, ağırlıklı sosyal
duygusal beceriler olarak sıralanmakta ancak, akademik becerileri de kapsamaktadır. Kaynaştırma
uygulamasının başarıya ulaşabilmesi için kaynaştırmaya hazırlık becerilerinin belirlenmesi ve çocuklara
öğretilmesi gerekmektedir. Okul öncesi dönemdeki özel gereksinimli çocuğun kaynaştırma ortamına geçiş
sürecinde kaynaştırmaya hazırlık becerilerine sahip olmaması, kaynaştırma ortamına uyum sağlamasını
zorlaştırmaktadır. Dolayısıyla, bu becerilerin kaynaştırma ortamına geçmeden öğretilmesi ve süreç içinde
desteklenmesi gereklidir. Bu derleme çalışmasında okul öncesi dönemdeki kaynaştırmaya hazırlık
becerilerini tanıtmak ve öğretim süreçlerine ilişkin bilgi vermek amaçlanmıştır.When we look at the studies in support of preschool inclusion methods, we can see that the placement of young children with disabilities in an inclusive environment is advantageous. In methods oriented towards the inclusion of children in preschool, developing preparatory skills for inclusion is highly important. Preparatory skills for inclusion are mainly considered to be social-emotional skills, however they also include academic skills. For any inclusion effort to be successful, the associated preparatory skills must be determined and taught to children. Lack of inclusion preparatory skills in children of preschool age with disabilities when they are just about to transition into this environment will make it difficult for them to harmonize within an environment conducive to inclusion. Therefore these skills are required to be taught prior to the transition into the inclusive environment, but also reinforced during the process. This review study aims to introduce some of the preparatory skills for inclusion in the preschool period, as well as to provide information pertaining to the educational processe
Ebeveynlerin Bağımsız Yaşam ve OSBli Çocuklarının Bağımsız Yaşam Becerileri Hakkındaki Görüşleri
No full textBu çalışmada OSBli ergen çocuğu olan ebeveynlerin bağımsız yaşam becerileri hakkındaki görüşlerinin ve çocuklarının öncelikli olarak öğrenmesini istedikleri bağımsız yaşam becerilerinin neler olduğunun belirlenmesi amaçlanmıştır. Araştırma nitel araştırma yöntemlerinden fenomenoloji deseniyle gerçekleştirilmiştir. Araştırmaya OSBli 15 yaş ve üzerinde ergen çocuğu olan 12 ebeveyn katılmıştır. Ebeveynlerle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Görüşmeler sonunda elde edilen veriler tümevarım analizi yoluyla analiz edilmiştir. Verilerin analizi sonunda toplam 13 tema 69 alt tema belirlenmiştir. OSBli ergen bireylerin ebeveynleri ile yapılan görüşmelerden elde edilen bulgular ile ilgili araştırmalardan elde edilen bulguların birbiriyle benzerlik ve tutarlılık gösterdiği söylenebilir. Ayrıca Milli Eğitim Bakanlığı müfredatı ile de ebeveynlerin OSBli ergen çocukları için öğretilmesini gerekli gördükleri bağımsız yaşam becerilerinin birbiriyle tutarlık gösterdiği görülmüştür. Bu anlamda ebeveyn görüşmelerinden elde edilen bulgular hem ulusal hem de uluslararası alanyazınla karşılaştırılmıştır. İleri araştırmalarda farklı gelişim dönemlerindeki OSBli bireylerin ebeveynleri, kardeşleri, öğretmenleri ile farklı gelişim alanlarına ilişkin görüşmeler gerçekleştirilebilir
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Özel Gereksinimli Bireylerle Gerçekleştirilmiş Ebeveyn Koçluğu Uygulamalarına İlişkin Araştırmaların İncelenmesi: Bir Alanyazın Taraması
No full text
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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