Özel gereksinimli 10. sınıf öğrencisinin evde matematik eğitimi uygulama sürecinin incelenmesi
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Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Siirt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmamızın amacı, fiziksel güçlüğü nedeniyle eğitimine evde devam etmek zorunda kalan lise 10. sınıf öğrencisinin evde almış olduğu eğitimine yönelik görüşleri ve evde eğitim sürecinin nasıl devam ettiğinin incelenmesine yönelik bilgileri içermektedir. Nitel araştırma yöntemlerinden "Vaka Çalışması" şeklinde yürütülen bu çalışma 2020-2021 Eğitim Öğretim yılı Siirt İli Barış Mahallesinde evde eğitime devam eden öğrenci, öğrencinin ablası ve matematik öğretmeninin katılımları ile gerçekleştirilmiştir. Veriler, öğrenci ve öğrencinin ablası ile yarı yapılandırılmış görüşme formu ile ders öğretmenin görüşleri, ders gözlemleri ve ders kayıtlarının incelenmesi sonucu ortaya çıkmıştır. Öğrenci ve ablası ile yapılan görüşmelerden sonra elde edilmiş olan bütün veriler alt problemler çerçevesinde betimsel analiz ile ders gözlemleri ve ders kayıtları ise içerik analizi ile incelenmeye çalışılmıştır. Araştırmaya başlanmadan önce öğrenciye özel bir BEP hazırlanmış ve uygulama boyunca bu programa bağlı kalınmıştır. Araştırmanın bulgularında alt problemlere dayalı soruların cevaplarının bulunmasına çalışılmıştır. Araştırmanın sonucunda fiziksel güçlüğü olan öğrencinin evde eğitim uygulamasından memnun olduğu, akranlarıyla beraber derslere devam edemeyeceği ve fiziksel güçlüğü sebebiyle derslerde zorlandığı görülmüştür. Öğrencinin ablasının evde eğitimin yasal prosedürlerinden şikâyet ettiği, kardeşinin evde eğitim süresince bilişsel ve duyuşsal olarak geliştiğini ancak tek başına ders işlediği için sosyalleşemediğini ve öğrencinin akademik başarısının yükselmesi için ellerinden geleni yaptıklarını söylediği gözlemlenmiştir. Öğretmenin derslerde daha aktif olduğu, öğrencinin konuyu anlaması için çeşitlik yöntemler uyguladığı ve öğrencinin dinleyici olarak derslere iştirak ettiği gözlemlenmiştir. Evde eğitime katılan öğretmenlerin eğitime başlamadan önce hizmet içi eğitim almaları, bu işi gönüllülük esasına göre yapılmaları gerektiğine kanaat getirilmiştir. Evde eğitimin işbirliği ile gerçekleşen bir uygulama olduğundan öğretmenler ve ailenin iletişim halinde olmaları ve beraber bu işi yürütmeleri sonucuna varılmıştır.
The aim of our research includes the opinions of the 10th grade high school student who had to continue his education at home due to his physical difficulties, about the education he received at home, and the information on how the home education process continues. This study, which was carried out in the form of a "Case Study", one of the qualitative research methods, was carried out with the participation of the student, the student's older sister, and the mathematics teacher who continue education at home in Siirt Province Barış Neighborhood in the 2020-2021 academic year. The data emerged as a result of the semi-structured interview form with the student and the student's older sister, and the views of the course teacher, course observations and course records. All the data obtained after the interviews with the student and her sister were tried to be analyzed within the framework of sub-problems with descriptive analysis, and lesson observations and course records were analyzed with content analysis. Before starting the research, a special IEP was prepared for the student and this program was adhered to throughout the application. In the findings of the research, it was tried to find the answers to the questions based on the sub-problems. As a result of the research, it was seen that the student with physical difficulties was satisfied with the home education application, he could not continue the lessons with his peers and had difficulties in the lessons due to his physical difficulties. It was observed that the older sister of the student complained about the legal procedures of home education, her brother developed cognitively and emotionally during home education, but she could not socialize because she taught alone and said that they did their best to increase the academic success of the student. It was observed that the teacher was more active in the lessons, applied various methods for the student to understand the subject, and the student participated in the lessons as a listener. It was concluded that the teachers participating in home education should receive in-service training before starting the education and this work should be done on a voluntary basis. Since home education is a cooperative practice, it was concluded that teachers and families should be in contact and carry out this work together.
The aim of our research includes the opinions of the 10th grade high school student who had to continue his education at home due to his physical difficulties, about the education he received at home, and the information on how the home education process continues. This study, which was carried out in the form of a "Case Study", one of the qualitative research methods, was carried out with the participation of the student, the student's older sister, and the mathematics teacher who continue education at home in Siirt Province Barış Neighborhood in the 2020-2021 academic year. The data emerged as a result of the semi-structured interview form with the student and the student's older sister, and the views of the course teacher, course observations and course records. All the data obtained after the interviews with the student and her sister were tried to be analyzed within the framework of sub-problems with descriptive analysis, and lesson observations and course records were analyzed with content analysis. Before starting the research, a special IEP was prepared for the student and this program was adhered to throughout the application. In the findings of the research, it was tried to find the answers to the questions based on the sub-problems. As a result of the research, it was seen that the student with physical difficulties was satisfied with the home education application, he could not continue the lessons with his peers and had difficulties in the lessons due to his physical difficulties. It was observed that the older sister of the student complained about the legal procedures of home education, her brother developed cognitively and emotionally during home education, but she could not socialize because she taught alone and said that they did their best to increase the academic success of the student. It was observed that the teacher was more active in the lessons, applied various methods for the student to understand the subject, and the student participated in the lessons as a listener. It was concluded that the teachers participating in home education should receive in-service training before starting the education and this work should be done on a voluntary basis. Since home education is a cooperative practice, it was concluded that teachers and families should be in contact and carry out this work together.
Açıklama
Fen Bilimleri Enstitüsü, Matematik Eğitimi Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
