Özel Eğitim Bölümü / Department of Special Education
Permanent URI for this collectionhttps://hdl.handle.net/11413/8187
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Publication Open Access Determining the Opinions of Parents with Children with Special Needs on Digital Games(İstanbul Kültür Üniversitesi, 2024) DENİZ, RABİA; KILIÇ, FİDAN GÜNEŞ GÜRGÖRWith the development of technology, interest in digital games has increased in children with typical development and children with special needs. Many digital games with different contents are played by children with special needs. The research was carried out with the parents of diagnosed children aged 6-13 years. The aim of the research is to determine the views of parents of children with special needs on digital games. The research was designed with phenomenology (phenomenology), one of the qualitative research methods, and the data were created and analyzed using content analysis. A semi-structured interview form and a questionnaire containing demographic information were used in the research. As a result of the data, codes were created and thanks to them, themes and sub-themes were reached. In the research, digital game theme and sub-themes were reached. In consequence of them, it was obtained that children with special needs mostly prefer war games, their purpose of playing games is entertainment, they mostly prefer mobile phones while playing games, and they play games for at least two hours a day. In addition to the findings that digital games contribute positively to the educational processes, skills and development of children with special needs, there were also findings that digital games have negative effects such as children not being able to spare time for their lessons and spending all their time in digital games.Publication Restricted The Effect of Interactive Videos Enhanced With Pop-up Questions on Teacher Candidates’ Learning Performance in Science(Routledge, 2023) Doğru, M. Said; FATİH, YÜZBAŞIOĞLU; Arpacı, İbrahimBackground Since the early 20th century, the development and widespread adoption of information technologies have created new opportunities in various aspects of human life, including education. This situation has provided educators with numerous opportunities to develop innovative learning methodologies and environments. Nowadays, interactive videos, commonly used in educational settings, provide students with a self-regulated learning environment where they can access learning materials on-demand. Purpose In this research, our aim was to investigate the impact of interactive videos enriched with pop-up questions on the academic achievements of prospective science teachers. Sample A total of 330 science teacher candidates participated in the study. Study I, conducted to assess teacher candidates’ perceptions, involved 302 participants. Study II, which measured the direct effects of the tests, included 330 participants. Design and Methods The study employed a mixed-method design with a quasi-experimental approach to compare learning outcomes. Results The analysis revealed that the majority of participants expressed that interactive videos significantly contributed to their overall learning. While interactive videos did not have a direct impact on test performance, they were found to have an indirect effect. Conclusion Based on these findings, we concluded that interactive videos with pop-up questions positively influenced learning and are worthy of further exploration in future studies.Publication Open Access Evaluation of Interventions for Individuals with Special Needs After an Earthquake: Teacher Perspective(Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü, 2024) KILIÇ, FİDAN GÜNEŞ GÜRGÖR; Tuna, D. Merve; Yurtçu, Ayşe Büşra SubaşıTürkiye is in a geography where many large and small-scale earthquakes occur due to its location in the earthquake zone. The Kahramanmaraş earthquake on February 6, 2023, and the Hatay earthquake on February 20, 2023, affected individuals with special needs and their families as well as individuals with typical development. This research aims to determine the experiences of experts who meet/support individuals with special needs and their families in the earthquake zone or any province and their recommendations regarding future disasters. Therefore, focus group interviews were conducted with five special education teachers and a psychological counsellor. According to the results of the research, four themes were reached: the needs, the difficulties, the positive aspects of interventions for individuals with special needs after the earthquake and recommendations for a future earthquake. The results obtained from the findings of this study were discussed together with previous studies in the literature and suggestions were made regarding before, during and after disasters.Publication Restricted Experiences of Gifted Students During the COVID-19 Pandemic in Turkey(Gifted Education International, 2022) KAYA, FATİH; Islekeller-Bozca, AyşegülCOVID-19 began to spread all over the world in the Spring of 2020. All schools, including the institutions serving students with special needs, were closed to decrease the spread of the virus. The schools had to shift to online education, which was a new experience for most students. In addition to the negative effects of the pandemic itself, the new learning format required extra effort from students. Gifted and talented students as a special group with special educational and socio-emotional needs may have experienced the pandemic differently. In the present study, we aimed to explore gifted and talented students’ subjective well-being, feelings of hope, and stress coping strategies with a quantitative method. In addition, we used a qualitative method and asked a few open-ended questions to dig deeper into these students’ experiences during the pandemic. We found a statistically significant correlation among subjective well-being, hope, and stress coping strategies. Effective stress coping strategies are used more frequently than negative ones. We revealed that although there are some positive sides to the process, the students described some difficulties with social interaction, access and use of technology, motivation, and physical health. Based on the findings, we suggested some important implications and recommendations for parents, educators, and policymakers. © The Author(s) 2021.Publication Metadata only Prospective Teachers' Beliefs About Human Intelligence in a Turkish Sample(Sage Publications Inc., 2023) KAYA, FATİH; Kaya, M. Talha; Kaya, SümeyyeResearch consistently reports a moderate to a strong relationship between intelligence and academic performance. For about a century, the concept of intelligence has often been used in the definition of giftedness and the identification of gifted students along with other data sources, although some experts are against it. An understanding of prospective teachers' beliefs about intelligence is important to unearth how they perceive intelligence and giftedness. We replicated Warne and Burton's (2020) study with 157 prospective Turkish teachers. They were selected using an online convenience sampling method from various departments of a faculty of education. Of the participants, 72.6% were female and 27.4% were male. We adapted Warne and Burton's (2020) survey, translating it to Turkish and administered it online to understand the prospective teachers' beliefs about intelligence as well as to examine if these beliefs differ across cultures. We found that the prospective teachers' understanding was mostly in line with the original study as well as the mainstream views of intelligence. We also found similar results to the original study, regarding the components of intelligence. Like the original study, the Turkish sample showed an understanding of the relationship between education and intelligence; however, the items about biological and genetic influences on intelligence, the plausible causes of group differences, the life outcomes of intelligence, and a cross-cultural comparison of intelligence had a low response uniformity in both studies. Similar findings across samples may be attributed to common, popular views as well as similar textbooks or other resources used in both cultures. The samples (e.g., educational level and age) may be partially responsible for the differences in the findings across both cultures.Publication Restricted The Scoping Review of Systematic Instruction Literature for Individuals With Disabilities: Trends in Türkiye From 1983 to 2022(Routledge Journals, Taylor & Francis Ltd., 2024) Yücesoy-Özkan, Şerife; MART, SİMA; Sayar, Kübra; Altun, Dilara Ecem; Gülboy, Emrah; Kaya, Feyat; Öncül, NurayThis study used a scoping review to examine the systematic instruction studies for individuals with disabilities published in the last four decades (1983-2022) in Turkiye. We included 332 single-case and 61 group experimental studies. We collected inter-rater reliability data for 30% of the studies and determined that the mean of inter-rater coefficients was 99.2%. The findings indicate that the studies have been mainly self-funded and performed by one or two special education researchers. Studies conducted with single-case studies were more prevalent than group experimental studies. Male participants were more than females, and more school-age children than infants and adults. Participants with intellectual disabilities and autism were the most frequently involved, and school-related academic and cognitive skills were the most commonly targeted. The most frequently used interventions were response prompting strategies, strategy instruction, video modelling and prompting, and direct instruction. Finally, we discussed the findings and made recommendations for practice and future research.Publication Metadata only Video Enhanced Activity Schedules: Teaching Schedule Following and Pretend Play Skills to Children with ASD(Council for Exceptional Children, 2021) DALGIN, ÖZLEM; Ülke-Kürkçüoğlu, BurcuThe purpose of this study was to evaluate the effects of using video-enhanced activity schedules on a laptop on the acquisition, maintenance, and generalization of schedule following, and pretend play skills in children with ASD. In addition, social validity data were collected from the teachers and the mothers of the participating children. Four children with ASD, aged between 5 and 8 years, participated in this study. A multiple probe design across participants was used. The findings demonstrated that video-enhanced activity schedules on the laptop were effective in acquiring schedule following and three pretend play skills, (tea time, hairdressing, and railway train). In the study, all children maintained and generalized targeted skills across different settings and materials. The teachers and mothers of children reported positive opinions on the acceptability of the intervention and the importance of outcomes achieved. The results suggest that using video enhanced activity schedules for teaching both schedule following and pretend play skills at the same intervention sessions is an effective intervention for some children with autism. Future research implications are discussed.