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Görme Yetersizliği Olan Öğrenciler İçin Genişletilmiş Çekirdek Müfredat ve Dinleme Becerileri

Year 2019, , 298 - 323, 29.12.2019

Gülistan Yalçın , Banu Altunay

https://doi.org/10.38122/ased.652550
Cited By: 5

Abstract

Görme
yetersizliği olan bireyler, toplumda bağımsız bir yaşam sürdürebilmek için bazı
becerilerin öğretimine ihtiyaç duyarlar. Hatlen (1996) görme yetersizliği olan
bireylerin ihtiyaç duydukları tüm bu becerileri kapsayan Genişletilmiş Çekirdek
Müfredat’ı tanımlamıştır. Bu müfredat genel eğitim okullarında takip edilen
müfredata ek olarak öğrencilerin ihtiyaçlarına yönelik alan uzmanları
tarafından sunulmaktadır. Genişletilmiş Çekirdek Müfredat dokuz alandan
oluşmaktadır. Bu alanlardan biri de tamamlayıcı akademik becerilerdir.
Tamamlayıcı akademik beceriler, çalışma becerileri, dinleme becerileri, kavram
öğretimi, yön bilgisi, kabartma yazı, önceden kaydedilmiş materyallerin
kullanımı, konuşma kartları veya iletişim için geliştirilen cihazların
kullanımı gibi pek çok beceriyi kapsamaktadır. Bu becerilerin her biri görme
yetersizliği olan öğrencilerin eğitiminde ve günlük yaşamında son derece önemli
bir yere sahiptir. Ancak dinleme becerisi, görme yetersizliği olan bireylerin
yaşamları boyunca en sık başvurduğu beceridir. Bebeklik döneminde görme
duyusunu kullanamayan bebekler, sesleri dinleyerek ebeveynleri ile iletişim
kurmakta, bireylerin ve nesnelerin yerlerini tayin etmekte ve bu şekilde dış
dünyaya ilişkin bilgi toplamaktadırlar. Okul döneminde ise görme yetersizliği
olan öğrenciler, dersleri takip etmede, ödev hazırlamada, sınavlara
hazırlanmada yine sıklıkla dinleme becerisini kullanmaktadırlar. Bu çalışmanın
amacı da pek çok ülkenin eğitim programı içerisinde yer alan Genişletilmiş
Çekirdek Müfredat’ı tanıtmak ve görme yetersizliği olan bireylerin yaşamında
dinleme becerilerinin önemini tartışmaktır. Bu amaçla çalışmada, öncelikle
Genişletilmiş Çekirdek Müfredat ve alanları tek tek tanıtılmış, görme
yetersizliği olan bireylerin eğitiminde dinleme becerilerinin önemi açıklanmış
ve alan uzmanlarına/öğretmenlere ve ebeveynlere önerilerde bulunulmuştur. 

Keywords

görme yetersizliği genişletilmiş çekirdek müfredat dinleme becerileri

References

  • Cavkaytar, A. & Diken, İ. H. (2005). Özel eğitime giriş. (I. basım). Ankara: Kök.
  • Altunay, B. (2003). Görme yetersizliği olan çocuklarda yönelim ve bağımsız hareket becerileri. U. Tüfekçioğlu (Ed.), İşitme, konuşma ve görme sorunu olan çocukların eğitimi içinde (pp. 275-300). Eskişehir: Anadolu Üniversitesi Yayınları.
  • Altunay Arslantekin, B. (2012). Engel türüne göre materyal uyarlama, hazırlama ve kullanımı. Ayşegül Ataman (Ed.), Temel Eğitim Öğretmenleri İçin Kaynaştırma Uygulamaları ve Özel Eğitim içinde. Vize Yayıncılık.
  • Altunay Arslantekin, B. (2015) The evaluation of visually impaired students’ mobility skills. Eğitim ve Bilim Dergisi (Education and Science Journal Online). 40(180), 37–49.
  • Baird, A. S. & Goldie, D. (1979). Activities and experiences develop spatial and sensory understanding. Teaching exceptional Children, 11(3), 116-119.
  • Barclay, L. A. (2003). Learning to listen, listening to learning. Teaching listening skills to student with visual impairments. AFB Press.
  • Bialystok, E. (1981). The role of conscious strategies in second language proficiency. The Modern Language Journal, 65, 24-35.
  • Brambring, M. (2001). Motor activity in children who are blind or partially sighted. Visual Impairment Research, 3, 41–51.
  • Brent, R. & Anderson, P. (1993). Developing Children's Classroom Listening Strategies. Reading Teacher, 47(2), 122-26.
  • Carreiras, M. & Alvarez, C. J. (1999). Comprehension processes in braille reading. Journal of Visual Impairment & Blindness, 93(9), 589-595.
  • Celeste, M. (2006). Play behaviors and social interactions of a child who is blind: In theory and practice. Journal of Visual Impairment and Blindness, 100(2), 75–90.
  • Corn, A. L., DePriest, L. B., Erin, J. N., & Presley, I. (2000). for Students with Visual Impairments. Foundations of Education, 103.
  • Corn, A. L. & Lusk, K. E. (2010). Perspectives on low vision. Foundations of low vision: Clinical and functional perspectives, 3-34.
  • Doğan, Y. (2013). Dinleme eğitimi (3. Baskı). Pegem Akademi: Ankara.
  • Doğan, Y. & Özçakmak, H. (2014). Dinleme becerisinin eğitimi üzerine yapılan lisansüstü tezlerin değerlendirilmesi. Ana Dili Eğitimi Dergisi, 2(2), 90-99.
  • Ethington, A. D. (1956). Readability of Braille as a function of three spacing variables. (Doctoral dissertation, University of Kentucky).
  • Ferrel, K. A. (1996). Your child’s development. Children with visual impairments: A parent’s guide, 73-96.
  • Ferrell, K. A. (2011). Reach out and teach: Helping your child who is visually impaired learn and grow. American Foundation for the Blind.
  • Hapeman, J., & Ottowitz, J. (2008). Recipe for success: Education and rehabilitation work together to provide cooking experiences for visually impaired students. RE: view, 39(4), 192.
  • Harley, R. K., Truan, M. & Sanford, L. (1997). Second edition: Communication skills for visually impaired learners Braille, print and listening skills for students who are visually impaired. Charles Thomas Publisher.
  • Hartlage, L. C. (1963). Differences La listening comprehension of the blind and the sighted. Int J. Educ. Blind,13, 1-6.
  • Hatlen, P. (1996). The core curriculum for blind and visually impaired students, including those with additional disabilities. RE:view, 28, 25-32.
  • Haymes, S. A., Johnston, A. W., & Heyes, A. D. (2002). Relationship between vision impairment and ability to perform activities of daily living. Ophthalmic and Physiological Optics, 22(2), 79-91.
  • Hill, E.W. & Ponder, P. (1976). Orientation and mobility techniques. New York: AFB.
  • Işlek, Ö. (2017). An investigation into the balance of the school curriculum content for pupils with a visual impairment in Turkey. Doctoral dissertation, University of Birmingham.
  • Jalongo, M. R. (1995). Promoting active listening in the classroom. Childhood Education, 72(1), 13-18.
  • Kamali Arslantas, T., Yıldırım, S., & Altunay Arslantekin, B. (2019). Educational affordances of a specific web-based assistive technology for students with visual impairment. Interactive Learning Environments, DOI: 10.1080/10494820.2019.1619587
  • Karagündüz, A. (2010). Türkçe ve Sınıf Öğretmeni Adaylarının Dinleme Stratejilerinin Değerlendirilmesi. Sosyal Bilimler Enstitüsü dergisi. 2 (29). 39-55.
  • Kekelis, L. S. (1992). Peer interactions in childhood: The impact of visual impairment. In S. Z. Sacks, L. S. Kekelis, & R. J. Gaylord-Ross (Eds.), The development of social skills by blind and visually impaired students: Exploratory studies and strategies. NY: American Foundation for the Blind.
  • Kekelis, L. S., & Sacks, S. Z. (1992). The effects of visual impairment on children’s social interactions in regular education programs. In S. Z. Sacks, L. S. Kekelis, & R. J. Gaylord-Ross (Eds.), The development of social skills by blind and visually impaired students: Exploratory studies and strategies. NY: American Foundation for the Blind.
  • Lee, H. & Templeton, R. (2008). Ensuring equal access to technology: Providing assistive technology for students with disabilities. Theory Into Practice. 47, 212–219.
  • Lewis, S. & Allman, C. B. (2014). Instruction and assessment: General principles and strategies. In C. B. Allman, S. Lewis, (Eds.), ECC essentials: Teaching the expanded core curriculum to students with visual impairments içinde (pp. 31-58). New York: AFB Press.
  • Lieberman, L. J., Haegele, J. A., Columna, L. & Conroy, P. (2014). How students with visual impairments can learn components of the expanded core curriculum through physical education. Journal of Visual Impairment & Blindness (Online), 108(3), 239.
  • Lohmeier, K. L. (2005). Implementing the expanded core curriculum in specialized schools for the blind. Re:view: Rehabilitation Education for Blindness and Visual Impairment, 37(3), 126-133.
  • Lohmeier, K. L. (2006). An analysis of disability-specific curriculum in a specialized School for the Blind: A case study. (Unpublished PhD dissertation) International 66(08), 2891A. (UMI No. 3187969).
  • Lohmeier, K. L. (2007). Integrating expanded core sessions into the K-12 program: A high school scheduling approach. RE: view, 39(1), 31.
  • Lohmeier, K. L. (2009). Aligning state standards and the expanded core curriculum: Balancing the impact of the No Child Left Behind Act. Journal of Visual Impairment & Blindness, 103(1), 44.
  • Lohmeier, K., Blankenship, K. & Hatlen, P. (2009). Expanded core curriculum: 12 years later. Journal of Visual Impairment & Blindness, 103(2), 103.
  • Martin, J. E. & Marshall, L. H. (1995). Choice maker: a comprehensive self-determination transition program. Intervention in school and clinic, 30, 147-156.
  • Mastropieri, M. A. & Scruggs, T. E. (2004). The inclusive classroom strategies for effective instruction (2nd). Ohio: Merril Prenticwe Hall. Mc Broom, J. L. (1992). U.S. Patent No. 5,170,536. Washington, DC: U.S. Patent and Trademark Office.
  • Mendelsohn, D. (1994). Learning to listen: A strategy-based approach for the second language learner. San Diego: Dominie Press.
  • Nielsen, S. A. (1992). A descriptive study to determine the educational needs of visual impaired students in grades 12-12 in north dakota. Doctor of Philosophy, A Dissertation Submitted to the Graduate Faculty of the University of North Dakota.
  • Nolan, C. Y. & Ashcroft, S. C. (1959). The Stanford Achievement Arithmetic Computation Tests: A study of an experimental adaptation for braille administration. International Journal for the Education of the Blind, 8, 89-92.
  • Nolan, C. Y. & Morris, J. E. (1973). Aural Study Systems for the Visually Handicapped. Final Report.
  • Özbay, M. (2005). Bir dil becerisi olarak dinleme eğitimi. Akçağ.
  • Rosen, S. & Joffee, E. (1999). Motor development. In K.M. Huebner, J.G. Prickett, T.R. Welch, & E. Joffee (eds.), Hand in hand: Essentials of communication and orientation and mobility for your students who are deaf-blind (pp. 493-520). New York: AFB Press.
  • Rosenshine, B. V. (1978). Academic engaged time, content covered, and direct instruction. Journal of Education, 160, 38-66.
  • Sacks, S. Z., & Silberman, R. K. (2000). Social skills in vision impairment. The Lighthouse handbook on vision impairment and vision rehabilitation, 1, 377-394.
  • Sapp, W. & Hatlen, P. (2010). The expanded Core Curriculum: Where we are going, and how we can get there. Journal of Visual Impairment & Blindess, 338-349.
  • Stainback, S. & Stainback, W. (1996). Inclusion: A guide for educators. Baltimore: Brookes.
  • Stumbo, N. J., Martin, J. K. & Hedrick, B. N. (2009). Assistive technology: ımpact on education, employment, and independence of individuals with physical disabilities. Journal of Vocational Rehabilitation. 30, 99-110.
  • Tompkins, G. E. (2009). Language arts: Patterns of pracrice (Seventh Edition). New Jersey: Pearson.
  • Trief, E. & Feeney, R. (2003). Guidelines for a precollege curriculum for students with blindness and visual impairments. RE: view, 35(3), 137.
  • Tuncer, T. & Altunay, B. (1999). Görme engelli öğrencilere yönelim ve bağımsız hareket öğretiminde rota analizi. (Route analysis for the instruction of orientation and mobility skills to the visually impaired students). 9. Ulusal Özel Eğitim Kongresi’nde sunulmuş bildiri, Eskişehir. Tuncer, T. (2003). Görme yetersizliği olan çocuklar. A. Ataman (Ed.), Özel gereksinimli çocuklar ve özel eğitime giriş içinde (ss. 293-311). Ankara Gündüz Eğitim ve Yayıncılık.
  • Tuncer, T. & Altunay B. (2006). The effects of a summarization based cumulative retelling strategy on listening comprehension of college students with visual ımpairments. Journal of Visual Impairment and Blindness, 100(353-365).
  • Tuncer, T. (2014). Görme yetersizliği olan öğrenciler. Sezgin Vural (Ed.), Özel eğitim içinde (297-328). Ankara: Maya Akademi.
  • Yalçın, G. (2015). Ortaöğretimde birlikte eğitim ortamlarına devam eden görme yetersizliğinden etkilenmiş öğrencilerin tamamlayıcı becerileri kullanma düzeyleri ve tercihlerine yönelik görüşleri. Yayınlanmamış yüksek lisans tezi. Gazi Üniversitesi, Eitim Bilimleri Enstitüsü.
  • Yıldız, N., & Kılınç, A. (2015). Dinleme stratejileri öğretiminin beşinci sınıf öğrencilerinin dinlediğini anlama becerilerine etkisi. Çanakkale Onsekiz Mart Üniversitesi, Çanakkale.
  • Yücesoy-Özkan, Ş. (2007). Zihin yetersizliği olan öğrencilere yönelik hazırlanan kendini yönetme stratejileri öğretim paketinin etkililiği. Doktora tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Warren, D. H. (1994). Blindness and children: An individual differences approach. Cambridge University Press.
  • Wehmeyer, M. L., Agran, M. & Hughes, C. (2003). Teaching self-determination to students with disabilities: basic skills for successful transition. Baltimore: Paul H. Brookes Publishing Co.
  • Wolffe, K. & Sacks, S. Z. (1997). The lifestyles of blind, low vision, and sighted youths: a quantitative comparison. Journal of Visual Impairment & Blindness, 91(3), 245-57.
  • Wolffe, K. (1999). Addressing transportation concerns of potential employers of people who are visually impaired. Journal of Visual Impairment and Blindness, 93, 252- 259.
  • Wolffe, K. E., Sacks, S. Z., Corn A. L., Erin, N. J., Huebner, M. K. & Lewis, S. (2002). Teachers of students with visual ımpairments: what are they teaching? Journal of Visual Impairment and Blindness.
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Expanded Core Curriculum And Listening Skills For Students With Visual Impairment

Year 2019, , 298 - 323, 29.12.2019

Gülistan Yalçın , Banu Altunay

https://doi.org/10.38122/ased.652550
Cited By: 5

Abstract

Individuals
with visually impaired need to teach some skills in
order to lead an independent life in society. Hatlen (1996) defined the
Expanded Core Curriculum that covers all these skills that individuals with
visual impairment need. In addition to the curriculum followed in general
education schools, this curriculum is offered by field experts for the needs of
the students.The Expanded Core Curriculum consists of nine areas. One of these
areas is complementary academic skills and access. Complementary academic
skills include study skills, listening skills, concept teaching, direction
information, embossed writing, the use of pre-recorded materials, the use of
speech cards or the use of devices developed for communication. Each of these skills
has an important role in the education and daily life of students with visually
impaired. However, listening skill is the most frequently used skill in the
life of individuals with visual impairment. Babies who cannot use their sense
of vision during infancy, communicate with their parents by listening to the
sounds, determine the locations of individuals and objects and collect
information about the outside world. In the school period, students with visual
impairment often use listening skills to follow lessons, prepare homework and
prepare for exams. The aim of this paper is to introduce the Expanded Core
Curriculum which is included in the education program of many countries and to
discuss the importance of listening skills in life of individuals with visually
impaired. For this purpose, first of all, the Expanded Core Curriculum and its sub-areas
introduced one by one, the importance of listening skills in the education of individuals
with visually impaired is explained and suggestions are made to practitioners
and parents.

Keywords

Visual impairment expanded core curriculum listening skills.

References

  • Cavkaytar, A. & Diken, İ. H. (2005). Özel eğitime giriş. (I. basım). Ankara: Kök.
  • Altunay, B. (2003). Görme yetersizliği olan çocuklarda yönelim ve bağımsız hareket becerileri. U. Tüfekçioğlu (Ed.), İşitme, konuşma ve görme sorunu olan çocukların eğitimi içinde (pp. 275-300). Eskişehir: Anadolu Üniversitesi Yayınları.
  • Altunay Arslantekin, B. (2012). Engel türüne göre materyal uyarlama, hazırlama ve kullanımı. Ayşegül Ataman (Ed.), Temel Eğitim Öğretmenleri İçin Kaynaştırma Uygulamaları ve Özel Eğitim içinde. Vize Yayıncılık.
  • Altunay Arslantekin, B. (2015) The evaluation of visually impaired students’ mobility skills. Eğitim ve Bilim Dergisi (Education and Science Journal Online). 40(180), 37–49.
  • Baird, A. S. & Goldie, D. (1979). Activities and experiences develop spatial and sensory understanding. Teaching exceptional Children, 11(3), 116-119.
  • Barclay, L. A. (2003). Learning to listen, listening to learning. Teaching listening skills to student with visual impairments. AFB Press.
  • Bialystok, E. (1981). The role of conscious strategies in second language proficiency. The Modern Language Journal, 65, 24-35.
  • Brambring, M. (2001). Motor activity in children who are blind or partially sighted. Visual Impairment Research, 3, 41–51.
  • Brent, R. & Anderson, P. (1993). Developing Children's Classroom Listening Strategies. Reading Teacher, 47(2), 122-26.
  • Carreiras, M. & Alvarez, C. J. (1999). Comprehension processes in braille reading. Journal of Visual Impairment & Blindness, 93(9), 589-595.
  • Celeste, M. (2006). Play behaviors and social interactions of a child who is blind: In theory and practice. Journal of Visual Impairment and Blindness, 100(2), 75–90.
  • Corn, A. L., DePriest, L. B., Erin, J. N., & Presley, I. (2000). for Students with Visual Impairments. Foundations of Education, 103.
  • Corn, A. L. & Lusk, K. E. (2010). Perspectives on low vision. Foundations of low vision: Clinical and functional perspectives, 3-34.
  • Doğan, Y. (2013). Dinleme eğitimi (3. Baskı). Pegem Akademi: Ankara.
  • Doğan, Y. & Özçakmak, H. (2014). Dinleme becerisinin eğitimi üzerine yapılan lisansüstü tezlerin değerlendirilmesi. Ana Dili Eğitimi Dergisi, 2(2), 90-99.
  • Ethington, A. D. (1956). Readability of Braille as a function of three spacing variables. (Doctoral dissertation, University of Kentucky).
  • Ferrel, K. A. (1996). Your child’s development. Children with visual impairments: A parent’s guide, 73-96.
  • Ferrell, K. A. (2011). Reach out and teach: Helping your child who is visually impaired learn and grow. American Foundation for the Blind.
  • Hapeman, J., & Ottowitz, J. (2008). Recipe for success: Education and rehabilitation work together to provide cooking experiences for visually impaired students. RE: view, 39(4), 192.
  • Harley, R. K., Truan, M. & Sanford, L. (1997). Second edition: Communication skills for visually impaired learners Braille, print and listening skills for students who are visually impaired. Charles Thomas Publisher.
  • Hartlage, L. C. (1963). Differences La listening comprehension of the blind and the sighted. Int J. Educ. Blind,13, 1-6.
  • Hatlen, P. (1996). The core curriculum for blind and visually impaired students, including those with additional disabilities. RE:view, 28, 25-32.
  • Haymes, S. A., Johnston, A. W., & Heyes, A. D. (2002). Relationship between vision impairment and ability to perform activities of daily living. Ophthalmic and Physiological Optics, 22(2), 79-91.
  • Hill, E.W. & Ponder, P. (1976). Orientation and mobility techniques. New York: AFB.
  • Işlek, Ö. (2017). An investigation into the balance of the school curriculum content for pupils with a visual impairment in Turkey. Doctoral dissertation, University of Birmingham.
  • Jalongo, M. R. (1995). Promoting active listening in the classroom. Childhood Education, 72(1), 13-18.
  • Kamali Arslantas, T., Yıldırım, S., & Altunay Arslantekin, B. (2019). Educational affordances of a specific web-based assistive technology for students with visual impairment. Interactive Learning Environments, DOI: 10.1080/10494820.2019.1619587
  • Karagündüz, A. (2010). Türkçe ve Sınıf Öğretmeni Adaylarının Dinleme Stratejilerinin Değerlendirilmesi. Sosyal Bilimler Enstitüsü dergisi. 2 (29). 39-55.
  • Kekelis, L. S. (1992). Peer interactions in childhood: The impact of visual impairment. In S. Z. Sacks, L. S. Kekelis, & R. J. Gaylord-Ross (Eds.), The development of social skills by blind and visually impaired students: Exploratory studies and strategies. NY: American Foundation for the Blind.
  • Kekelis, L. S., & Sacks, S. Z. (1992). The effects of visual impairment on children’s social interactions in regular education programs. In S. Z. Sacks, L. S. Kekelis, & R. J. Gaylord-Ross (Eds.), The development of social skills by blind and visually impaired students: Exploratory studies and strategies. NY: American Foundation for the Blind.
  • Lee, H. & Templeton, R. (2008). Ensuring equal access to technology: Providing assistive technology for students with disabilities. Theory Into Practice. 47, 212–219.
  • Lewis, S. & Allman, C. B. (2014). Instruction and assessment: General principles and strategies. In C. B. Allman, S. Lewis, (Eds.), ECC essentials: Teaching the expanded core curriculum to students with visual impairments içinde (pp. 31-58). New York: AFB Press.
  • Lieberman, L. J., Haegele, J. A., Columna, L. & Conroy, P. (2014). How students with visual impairments can learn components of the expanded core curriculum through physical education. Journal of Visual Impairment & Blindness (Online), 108(3), 239.
  • Lohmeier, K. L. (2005). Implementing the expanded core curriculum in specialized schools for the blind. Re:view: Rehabilitation Education for Blindness and Visual Impairment, 37(3), 126-133.
  • Lohmeier, K. L. (2006). An analysis of disability-specific curriculum in a specialized School for the Blind: A case study. (Unpublished PhD dissertation) International 66(08), 2891A. (UMI No. 3187969).
  • Lohmeier, K. L. (2007). Integrating expanded core sessions into the K-12 program: A high school scheduling approach. RE: view, 39(1), 31.
  • Lohmeier, K. L. (2009). Aligning state standards and the expanded core curriculum: Balancing the impact of the No Child Left Behind Act. Journal of Visual Impairment & Blindness, 103(1), 44.
  • Lohmeier, K., Blankenship, K. & Hatlen, P. (2009). Expanded core curriculum: 12 years later. Journal of Visual Impairment & Blindness, 103(2), 103.
  • Martin, J. E. & Marshall, L. H. (1995). Choice maker: a comprehensive self-determination transition program. Intervention in school and clinic, 30, 147-156.
  • Mastropieri, M. A. & Scruggs, T. E. (2004). The inclusive classroom strategies for effective instruction (2nd). Ohio: Merril Prenticwe Hall. Mc Broom, J. L. (1992). U.S. Patent No. 5,170,536. Washington, DC: U.S. Patent and Trademark Office.
  • Mendelsohn, D. (1994). Learning to listen: A strategy-based approach for the second language learner. San Diego: Dominie Press.
  • Nielsen, S. A. (1992). A descriptive study to determine the educational needs of visual impaired students in grades 12-12 in north dakota. Doctor of Philosophy, A Dissertation Submitted to the Graduate Faculty of the University of North Dakota.
  • Nolan, C. Y. & Ashcroft, S. C. (1959). The Stanford Achievement Arithmetic Computation Tests: A study of an experimental adaptation for braille administration. International Journal for the Education of the Blind, 8, 89-92.
  • Nolan, C. Y. & Morris, J. E. (1973). Aural Study Systems for the Visually Handicapped. Final Report.
  • Özbay, M. (2005). Bir dil becerisi olarak dinleme eğitimi. Akçağ.
  • Rosen, S. & Joffee, E. (1999). Motor development. In K.M. Huebner, J.G. Prickett, T.R. Welch, & E. Joffee (eds.), Hand in hand: Essentials of communication and orientation and mobility for your students who are deaf-blind (pp. 493-520). New York: AFB Press.
  • Rosenshine, B. V. (1978). Academic engaged time, content covered, and direct instruction. Journal of Education, 160, 38-66.
  • Sacks, S. Z., & Silberman, R. K. (2000). Social skills in vision impairment. The Lighthouse handbook on vision impairment and vision rehabilitation, 1, 377-394.
  • Sapp, W. & Hatlen, P. (2010). The expanded Core Curriculum: Where we are going, and how we can get there. Journal of Visual Impairment & Blindess, 338-349.
  • Stainback, S. & Stainback, W. (1996). Inclusion: A guide for educators. Baltimore: Brookes.
  • Stumbo, N. J., Martin, J. K. & Hedrick, B. N. (2009). Assistive technology: ımpact on education, employment, and independence of individuals with physical disabilities. Journal of Vocational Rehabilitation. 30, 99-110.
  • Tompkins, G. E. (2009). Language arts: Patterns of pracrice (Seventh Edition). New Jersey: Pearson.
  • Trief, E. & Feeney, R. (2003). Guidelines for a precollege curriculum for students with blindness and visual impairments. RE: view, 35(3), 137.
  • Tuncer, T. & Altunay, B. (1999). Görme engelli öğrencilere yönelim ve bağımsız hareket öğretiminde rota analizi. (Route analysis for the instruction of orientation and mobility skills to the visually impaired students). 9. Ulusal Özel Eğitim Kongresi’nde sunulmuş bildiri, Eskişehir. Tuncer, T. (2003). Görme yetersizliği olan çocuklar. A. Ataman (Ed.), Özel gereksinimli çocuklar ve özel eğitime giriş içinde (ss. 293-311). Ankara Gündüz Eğitim ve Yayıncılık.
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There are 65 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Gülistan Yalçın

Banu Altunay

Publication Date December 29, 2019
Acceptance Date December 10, 2019
Published in Issue Year 2019

Cite

APA Yalçın, G., & Altunay, B. (2019). Görme Yetersizliği Olan Öğrenciler İçin Genişletilmiş Çekirdek Müfredat ve Dinleme Becerileri. Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(2), 298-323. https://doi.org/10.38122/ased.652550
AMA Yalçın G, Altunay B. Görme Yetersizliği Olan Öğrenciler İçin Genişletilmiş Çekirdek Müfredat ve Dinleme Becerileri. ASED. December 2019;3(2):298-323. doi:10.38122/ased.652550
Chicago Yalçın, Gülistan, and Banu Altunay. “Görme Yetersizliği Olan Öğrenciler İçin Genişletilmiş Çekirdek Müfredat Ve Dinleme Becerileri”. Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 3, no. 2 (December 2019): 298-323. https://doi.org/10.38122/ased.652550.
EndNote Yalçın G, Altunay B (December 1, 2019) Görme Yetersizliği Olan Öğrenciler İçin Genişletilmiş Çekirdek Müfredat ve Dinleme Becerileri. Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 3 2 298–323.
IEEE G. Yalçın and B. Altunay, “Görme Yetersizliği Olan Öğrenciler İçin Genişletilmiş Çekirdek Müfredat ve Dinleme Becerileri”, ASED, vol. 3, no. 2, pp. 298–323, 2019, doi: 10.38122/ased.652550.
ISNAD Yalçın, Gülistan - Altunay, Banu. “Görme Yetersizliği Olan Öğrenciler İçin Genişletilmiş Çekirdek Müfredat Ve Dinleme Becerileri”. Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 3/2 (December 2019), 298-323. https://doi.org/10.38122/ased.652550.
JAMA Yalçın G, Altunay B. Görme Yetersizliği Olan Öğrenciler İçin Genişletilmiş Çekirdek Müfredat ve Dinleme Becerileri. ASED. 2019;3:298–323.
MLA Yalçın, Gülistan and Banu Altunay. “Görme Yetersizliği Olan Öğrenciler İçin Genişletilmiş Çekirdek Müfredat Ve Dinleme Becerileri”. Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 3, no. 2, 2019, pp. 298-23, doi:10.38122/ased.652550.
Vancouver Yalçın G, Altunay B. Görme Yetersizliği Olan Öğrenciler İçin Genişletilmiş Çekirdek Müfredat ve Dinleme Becerileri. ASED. 2019;3(2):298-323.

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