Az gören öğrencilerin kullandıkları okuma yazma araçlarının uygunluğunun belirlenmesi
Literacy media continuing assessment students with low vision
Yazar: DEMET TİRYAKİ
Danışman: YRD. DOÇ. DR. ADEVİYE TUBA TUNCER
Gazi Üniversitesi / Eğitim Bilimleri Enstitüsü / Özel Eğitim Ana Bilim Dalı / Görme Engellilerin Eğitimi Bilim Dalı
Derece: Yüksek Lisans, 2012
Konu: Eğitim ve Öğretim = Education and Training
Dizin: Eğitim araçları = Educational tools ; Görme engelliler = Visually impaired ; Okuma materyalleri = Reading materials ; Okuma-yazma = Reading-writing ; Uygunluk analizi = Correspondence analysis ; Yazı gereçleri = Writing materials ; Özel eğitim = Special education ; Özel eğitime muhtaç çocuklar = Handicapped children who need special education

Özet:
Bu çalÕúmanÕn genel amacÕ, görme engelliler ilkö÷retim okulu 4. ve 5. SÕQÕIÕna devam eden az gören ö÷rencilerin kullandÕ÷Õ okuma yazma araçlarÕQÕn uygunlu÷unu belirlemektir. AraúWÕrmada betimsel araúWÕrma yöntemlerinden tarama modeli kullanÕlmÕúWÕr. AraúWÕrma grubu, 2010-2011 e÷itim-ö÷retim yÕOÕnda Ankara Mitat Enç Görme Engelliler ølkö÷retim Okulu ve østanbul Türkan SabancÕ Görme Engelliler ølkö÷retim Okulu ve øú Okulu 4. ve 5. az gören sÕQÕIÕna devam eden 15 ö÷renciden oluúmaktadÕr. AraúWÕrmada verilerin toplanabilmesi için okuma yazma de÷erlendirme aracÕ, her bir sÕQÕf için 3 tane yapÕlandÕUÕlmÕú bilgi veren metin, 3 tane öykü ve her bir metin ve öykü için de÷erlendirme sorularÕ kullanÕlmÕúWÕr. Okuma yazma aracÕ de÷erlendirme süreci, ö÷retmen görüúmesi ve ö÷renci gözlemleri olmak üzere iki aúama olarak gerçekleútirilmiútir. Ö÷retmen görüúmesi sürecinde; ö÷rencinin kullandÕ÷Õ okuma yazma aracÕ ve bu araca neye göre karar verildi÷i, varsa alternatif okuma yazma aracÕ, ö÷rencinin kullandÕ÷Õ punto büyüklü÷ü, |÷rencinin kullandÕ÷Õ optik, optik olmayan ve elektronik yardÕmcÕlar ve klavye becerilerinin ö÷retilip ö÷retilmedi÷ine dair bilgi toplanmÕúWÕr. g÷renci gözlemleri sürecinde; ö÷rencinin okuma hÕ]Õ performansÕ, okudu÷unu anlama düzeyi, görsel yorgunluk düzeyi, okuma mesafesi, ö÷rencinin kullandÕ÷Õ punto büyüklü÷ü, el yazÕVÕ verimlili÷i verilerini toplamak için gözlem yapÕlmÕúWÕr. AraúWÕrmada, araúWÕrma verileri tablo olarak gösterilmiú ve tablolar yorumlanmÕúWÕr. AraúWÕrmada ö÷retmen görüúmesi sonucunda;  - Az gören sÕQÕIÕna devam eden ö÷rencilerin kullandÕ÷Õ okuma yazma aracÕQÕn basÕOÕmateryal oldu÷u, -Az gören ö÷rencilerin okuma yazma aracÕna ?fonksiyonel görme de÷erlendirmesi? yapÕlarak karar verildi÷i, - Az gören ö÷rencilerin en küçük 12 puntoyu, en büyük 24 puntoyu kullandÕ÷Õ, - Az gören 15 ö÷renciden 13?nün optik yardÕmcÕ olarak okuma gözlü÷ü kullandÕ÷Õ, 2 |÷rencinin aynÕ zamanda teleskop kullandÕ÷Õ, - Az gören ö÷rencilerden sadece bir tanesinin çevresel düzenlemelerden loúÕúÕ÷a ihtiyaç duydu÷u, - Az gören ö÷rencilerden sadece bir tanesinin ?KapalÕ Devre Televizyon Sistemi (KDTV)? kullandÕ÷Õ, - Az gören ö÷rencilerden sadece 4 tanesine alternatif okuma yazma aracÕ olarak kabartma alfabe ö÷retildi÷i, - Az gören 15 ö÷renciden 7 tanesine klavye becerileri ö÷retildi÷i ö÷retmenler tarafÕndan belirtilmiútir. g÷rencilerle yapÕlan gözlemler sonucunda; - Az gören ö÷rencilerin okuma hÕzlarÕQÕn 4. SÕQÕfta ortalama ?54? kelime, 5. SÕQÕfta ortalama ?61? kelime oldu÷u, - Az gören ö÷rencilerin öykülerdeki okudu÷unu anlama düzeylerinin bilgi veren metinlere göre daha yüksek oldu÷u, - 4. SÕQÕftaki az gören 3 ö÷renciden sadece 1 tanesinde, 5. sÕQÕftaki 12 ö÷renciden 6 tanesinde görsel yorgunluk oluútu÷u, - Az gören ö÷rencilerin en uzak okuma mesafesinin 17 cm, en yakÕn okuma mesafesinin ise göz hizasÕnda oldu÷u, - Az gören ö÷rencilerin bir tanesi haricinde 14 ö÷rencinin el yazÕlarÕQÕ verimli bir úekilde kullanabildikleri, el yazÕlarÕQÕn kendileri ve baúka bir yetiúkin tarafÕndan okunabildi÷i belirlenmiútir. Anahtar kelimeler; az gören, okuma yazma aracÕ de÷erlendirmesi.

Abstract:
The overall objective of this study is to assess the literacy media continuing to low vision students 4th and 5th class from impaired elementary school. In the research, survey method was used which part of description research methods. The research group consisted of 15 students in 4th and 5th graders, the students with low vision from Mitat Enç Blinds Primary School, Türkan SabancÕ Blinds Primary School. In the research, literacy media assessment form, 3 prepared texts and 3 stories for every class and comprehension questions for every texts and story were used. Literacy media assessment process was conducted in two stages. One of them was interweaves with the teacher, other one was observations of students. In the teacher interview process were collected about literacy media used by the student and how the decision was made, the alternative literacy media, uses the size of the font, optic and non-optical view finder and electronic assistants and keyboard skills used by the student. Student observations of the process were collected about student's reading rate, reading comprehension level, visual fatigue level, reading distance, uses the size of the font and the handwriting efficiency. The result of research, literacy media was print media and only 4 students used the Braille alphabet. And also reading speeds of student with low vision is very low compared to their peers and visual fatigue was observed to occur. The reading comprehension level of story is higher than the text which providing information and minimum level of reading distance is on eye level. vi In the research was shown as a table and table?s data were committing. At the end of the teacher?s interview; - The student who is keeping on low vision class to use printed material, - Student with low vision?s literacy media was decided with functional vision assessment, - Student with low vision use the minimum 12 font and maximum 24 font, - 15 student with low vision?s 13th is using as a optical device reading glass and two of them use telescope at the same time, Only one of the students with low vision in dim light needed by environmental regulations, - Only one of the students with low vision "Closed Circuit Television System (CCTV)" uses, - Only 4 of the low vision students were thought Braille alphabet as an alternative literacy media, - The teachers said that 7 of the 15 students with low vision had been thought keyboard skills As a result the students observations; - Average reading rate of the student with low vision for 4 class is ?54? words and for 5. Class ?61? words, - At the level of the students with low visions reading comprehension stories is higher than the texts that provide information, - 1 of the 3 student with low vision in the 4th Class and 6 of the12 students with low vision in the 5th occurred in visual fatigue, - Maximum reading distance, students with low vision is 17 cm away and nearest reading distance that is at eye level, - Except one of the 14 students with low vision students efficiently use their handwriting, hand writing can be read by themselves and another adult were determined. Key words: low vision, literacy media assessment