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Kapsayıcı Eğitimde İşitme Yetersizliği: Öğretmen Görüşleri, Stratejiler ve Eğitim Teknolojilerinin Rolü

Year 2025, Volume: 15 Issue: 1, 412 - 447, 30.06.2025

Davut Açar , Cumhur Demiralp

https://doi.org/10.17984/adyuebd.1594722

Abstract

Bu çalışma işitme yetersizliği olan öğrencilere yönelik eğitim süreçlerinde kullanılan yöntemler, teknolojik destekler (akıllı tahta ve projeksiyon vb.) ve pedagojik yaklaşımları (yaratıcı drama vb.) kapsamlı bir şekilde incelemektedir. Araştırma nitel bir metodoloji kullanarak, öğretmenlerin işitme engelli öğrencilerle etkileşimde kullanılan öğretim stratejileri ve teknolojilerin etkinliğini değerlendirmiştir. Çalışma derinlemesine ve odak grup görüşmeler yoluyla, işitme yetersizliği olan öğrencilerin akademik ve sosyal gelişimlerini destekleyen eğitim teknikleri üzerine veri toplamıştır. Bu veriler öğretmenlerin işitme yetersizliği olan öğrencilere uygun materyal ve kaynak bulma, özel iletişim yöntemleri olan işaret dili ve dudak okuma tekniklerini etkin kullanma zorluklarını ve bu süreçten elde edilen pedagojik kazanımları ortaya koymaktadır. Çalışmanın sonuçları, işitme engelli öğrencilerin eğitimine yönelik özelleştirilmiş stratejilerin ve teknolojik araçların, bu öğrencilerin eğitim süreçlerinde daha başarılı ve öz güvenli olmalarını sağladığını göstermektedir. Özellikle işitme engelli öğrencilerin sosyal ve akademik bütünleşmesini desteklemek için kullanılan akran öğretimi, işitsel ve görsel destekler gibi yöntemlerin etkinliği vurgulanmıştır. Ayrıca öğretmenler bu süreçte; iletişim becerilerinde gelişme, empati kurma yeteneklerinde artış ve öğretim yaklaşımlarında çeşitlilik sağlama gibi kişisel kazanımlar elde ettiklerini ve bunun yanında materyal uyarlama, pedagojik yöntemleri sadeleştirme ve özel gereksinimli öğrencilere uygun stratejiler geliştirme gibi mesleki yeterliliklerini artırdıklarını ifade etmiştir. Araştırma kapsayıcı eğitim uygulamalarının, işitme yetersizliği olan öğrencilerin eğitimde tam katılımlarını ve sosyal bütünleşmesini nasıl desteklediğini derinlemesine irdelerken, öğretmenlere yönelik sürekli profesyonel destek ve eğitimin önemini de vurgulamaktadır.

Keywords

İşitme yetersizliği Eğitim teknolojileri Özel eğitim öğretmeni Kapsayıcı eğitim

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Inclusive Education for Hearing Impairment: Teacher Perspectives, Strategies and the Role of Educational Technologies

Year 2025, Volume: 15 Issue: 1, 412 - 447, 30.06.2025

Davut Açar , Cumhur Demiralp

https://doi.org/10.17984/adyuebd.1594722

Abstract

This study extensively explores the methodologies, technological aids (for example, smart board and projection devices) and pedagogical strategies (for example, creative drama) employed in the education of students with hearing impairments. Employing a qualitative methodology, the research assesses the effectiveness of the teaching strategies and technologies used by teachers to interact with hearing-impaired students. Data were gathered through in-depth interviews and focus group discussions, focusing on educational techniques that bolster the academic and social development of students with hearing disabilities. These findings illuminate the challenges teachers encounter in sourcing suitable materials and resources, effectively utilizing specialized communication techniques such as sign language and lip reading, and the pedagogical benefits derived from these efforts. The results of the study indicate that tailored strategies and technological tools aimed at the education of hearing-impaired students enable them to be more successful and confident within their educational frameworks. The efficacy of methods such as peer teaching, auditory and visual supports, which are used to facilitate the social and academic integration of hearing-impaired students, is underscored. Additionally, the teachers stated that throughout this process, they achieved various personal gains such as improved communication skills, increased capacity for empathy, and enhanced diversity in their instructional approaches. Furthermore, they reported improvements in their professional competencies, including adapting instructional materials, simplifying pedagogical methods, and developing strategies tailored to the needs of students with special educational needs. The research thoroughly examines how inclusive educational practices support the complete participation and social integration of students with hearing impairments, emphasizing the importance of continuous professional support and training for teachers.

Keywords

Hearing impairment Educational technologies Special education teacher Inclusive education

References

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  • Ain, Q. (2021). Inclusive education for students with hearing impairment in Pakistan: Communication & socialization challenges at higher education. UMT Education Review. https://doi.org/10.32350/uer.41.05
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  • Aziz, F., Saeed, M. H., Raza, H., & Ilyas, M. (2020). Factors effecting motivation and satisfaction of teachers of hearing impaired. Pakistan Journal of Rehabilitation, 4(1), 29–36. https://ojs.zu.edu.pk/pjr/article/view/822
  • Bahng, J., & Han, W. (2023). Suggestions for successful inclusive education of hearing-impaired students through qualitative analysis. Audiology and Speech Research. https://doi.org/10.21848/asr.230106
  • Baş, T., & Akturan, U. (2008). Nitel araştırma yöntemleri. Seçkin Yayıncılık.
  • Bell, D., & Foiret, J. (2020). A rapid review of the effect of assistive technology on the educational performance of students with impaired hearing. Disability and Rehabilitation: Assistive Technology, 15, 838–843. https://doi.org/10.1080/17483107.2020.1775317
  • Bell, F., Nicolai, L. (2017). School Psychological Practice with Deaf and Hard-of-Hearing Students. In: Thielking, M., Terjesen, M. (eds) Handbook of Australian School Psychology. Springer, Cham. https://doi.org/10.1007/978-3-319-45166-4_31
  • Belzile, J., & Öberg, G. (2012). Where to begin? Grappling with how to use participant interaction in focus group design. Qualitative Research, 12, 459–472. https://doi.org/10.1177/1468794111433089
  • Brackett, D. (1997). Intervention for children with hearing impairment in general education settings. Language, Speech, and Hearing Services in Schools, 28(4), 355–361. https://doi.org/10.1044/0161-1461.2804.355
  • Bruce, S., DiNatale, P., & Ford, J. (2008). Meeting the needs of deaf and hard of hearing students with additional disabilities through professional teacher development. American Annals of the Deaf, 153, 368–375. https://doi.org/10.1353/aad.0.0058
  • Bulut, M., & Sarıçam, H. (2016). Okul öncesi öğretmen ve öğretmen adaylarında çokkültürlü kişiliğin çokkültürlü eğitim tutumları üzerindeki etkisinin incelenmesi. Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 6(1), 295–322.
  • Cawthon, S. (2009). Professional development for teachers of students who are deaf or hard of hearing: Facing the assessment challenge. American Annals of the Deaf, 154, 50–61. https://doi.org/10.1353/AAD.0.0073
  • Çokluk, Ö., Yılmaz, K., & Oğuz, E. (2011). A qualitative interview method: Focus group interview. Journal of Theoretical Educational Science, 4(1), 95–107. https://dergipark.org.tr/en/pub/akukeg/issue/29342/313994
  • Darrow, A. (2007). Teaching students with hearing losses. General Music Today, 20, 27–30. https://doi.org/10.1177/10483713070200020107
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Details

Primary Language English
Subjects Impaired Hearing Education, Inclusive Education
Journal Section Research Articles
Authors

Davut Açar 0000-0003-4877-9036

Cumhur Demiralp 0000-0001-7138-2964

Publication Date June 30, 2025
Submission Date December 2, 2024
Acceptance Date June 2, 2025
Published in Issue Year 2025 Volume: 15 Issue: 1

Cite

APA Açar, D., & Demiralp, C. (2025). Inclusive Education for Hearing Impairment: Teacher Perspectives, Strategies and the Role of Educational Technologies. Adıyaman University Journal of Educational Sciences, 15(1), 412-447. https://doi.org/10.17984/adyuebd.1594722
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