Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2025, Cilt: 7 Sayı: 1, 129 - 145, 30.06.2025

Özlem Aslan Bağcı , Hakan Sarı

https://doi.org/10.51535/tell.1668965

Öz

Kaynakça

  • Akbayrak, K., Vural, G. & Ağar, M. (2021). Özel eğitim öğretmenlerinin koronavirüs pandemisi döneminde uzaktan eğitime ilişkin görüş ve önerileri [The experiences and views of special education teachers towards distance education throughout coronavirus pandemic period]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 471-499. https://doi.org/10.17679/inuefd.863029
  • Aslan-Bağcı, Ö., & Sarı, H. (2024). İşitme engelli öğrencilerle çalışan öğretmenlerin mesleki yeterliliklerine yönelik görüşlerinin değerlendirilmesi [Evaluating the perspectives of teachers with hearing-impaired students on their professional competencies]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 25(1), 93-110. https://doi.org/10.21565/ozelegitimdergisi.1153895
  • Aydemir, E., & Islam, M. (2023). Covid-19 pandemi döneminde özel gereksinimli çocuk sahibi ailelerin yaşadığı zorluklar [Covid-19 pandemic and challenges of families with children with special needs: a sociological analysis]. İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi, 22(47), 743-763. https://doi.org/10.46928/iticusbe.1231709
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.
  • Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches. (5th ed.). Sage Publications.
  • de Godoi, T. X., Deogenes, P., da Silva Junior, D. P., & Costa Valentim, N. M. (2020). A case study about usability, user experience and accessibility problems of deaf users with assistive technologies. In M. Antona., C. Stephanidis (Eds), Universal access in human-computer interaction. applications and practice (pp. 73-91). Lecture Notes in Computer Science Book Series. https://link.springer.com/chapter /10.1007/978-3-030-49108-6_6
  • Dikmen, A. U., Kına, M. H., Özkan, S., & İlhan, M. N. (2020). COVID-19 epidemiyolojisi: Pandemiden ne öğrendik [Epidemiology of COVID-19: What we learn from pandemic]. Journal of biotechnology and strategic health research, 4, 29-36. https://doi.org/10.34084/bshr.715153
  • Elçi, D., & Nuri, C. (2022). Özel eğitim öğretmenlerinin covıd-19 sürecinde özel gereksinimli bireylerin eğitimine yönelik yaşadıkları problemler (KKTC örneği) [Determining the problems experienced by special education teachers in the education of individuals requiring special education in the COVID-19 process (TRNC case)]. International Journal of Su-Ay Development Association (IJOSDA), 1(2), 70-95.
  • Erdem, R., Ünay, E., & Çakıroğlu, O. (2021). COVID-19 sürecinde özel eğitimde uzaktan eğitime yönelik ebeveynlerin görüşleri [Views of parents about distance education in special education during COVID-19]. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 52, 465-479. https://doi.org/10.53444/deubefd.929329
  • ETF (2020). Coping with COVID-19: Mapping education and training responses to the health crisis in ETF partner countries. ETF Publishing.
  • Guernsey, L., Ishmael, K., & Prescott, S. (2020). Online learning in the wake of COVID-19 tips and resources for PreK-12 with equity in mind. New America. https://www.newamerica.org/education-policy/edcentral/online-learning-wake-covid-19/
  • Kalaç, M.Ö, Telli, G. & Erönal, Y. (2020). Covid-19 mücadelesi kapsamında uzaktan eğitim sürecinde engelli öğrencilerin durumu sorunlar ve çözüm önerileri [The situation of disabled students in the distance education process within the scope of Covid-19 challenge problems and solution suggestions]. Manisa Celal Bayar Üniversitesi Yayınları.
  • Karasu, G. & Kaya, Z. (2021). COVİD-19 salgın sürecinde işitme engelli üniversite öğrencileriyle gerçekleştirilen uzaktan eğitim çalışmalarının incelenmesi [Examination of distance education studies conducted with hearing ımpaired university students during the COVID-19 pandemic]. Ege Eğitim Dergisi, 22(2), 95-111. https://doi.org/10.12984/egeefd.938443
  • Koçbeker, B. N., & Seçil Karamuklu, E. (2022). COVİD-19 salgını sürecinde özel gereksinimli çocuğu olan annelerin yaşadıkları güçlüklerin ve duygu durumlarının incelenmesi [A case study on the difficulties and feelings of special needs children’s mothers experienced during COVID-19 pandemic]. Milli Eğitim Dergisi, 51(233), 419-442. https://doi.org/10.37669/milliegitim.787866
  • Köken, H. İ., & Sazak Duman, E. (2024). COVİD-19 pandemisi sürecinde özel eğitim ihtiyacı olan çocuklara verilen uzaktan eğitimin ebeveynler tarafından değerlendirilmesi [Parents' evaluation of distance education given to children with special education needs during the COVID-19 pandemic process]. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 303-339. https://doi.org/10.17240/aibuefd.2024..-1339063
  • Kundakçı, Y., Gül, İ., Yeşiltaş, A., & Kundakçı, R. (2022). COVİD-19 Pandemisinde Özel Gereksinimli Çocuklar ve Annelerinin Deneyimleri: Nitel Bir Araştırma [Experiences by children with special needs and their mothers during the COVID-19 pandemic: A qualitative study]. Sosyal Politika Çalışmaları Dergisi, 22(54), 63-86. https://doi.org/10.21560/spcd.vi.890240
  • Kurt, A. & Kurtoğlu Erden, M. (2020). Koronavirüs hastalığı 2019 sürecinde özel gereksinimli bireyler [Individuals with special needs in the coronavirus disease 2019]. Milli Eğitim Dergisi, 49(1), 1105 - 1119. http://doi.org/10.37669/milliegitim.787606
  • Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, 4(6), 421. https://doi.org/10.1016/S2352-4642(20)30109-7
  • Lynch, P., Kaye, T., & Terlektsi, E. (2020). Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children (Helpdesk Response No. 16). EdTech Hub. https://doi.org/10.53832/edtechhub.0043
  • Lynn, M. A., Templeton, D. C., Ross, A. D., Gehret, A. U., Bida, M., Sanger, T. J., & Pagano, T. (2020). Success and challenges in teaching chemistry to deaf and hard of hearing students in the time of COVID-19. Journal of Chemical Education, 97(9), 3322-3326. https://doi.org/10.1021/acs.jchemed.0c00602
  • Makeshine, S., Viriyavejakul, C., & Sovajassatakul, T. (2020). The effectiveness of online learning for deaf and hard of hearing learners. EdMedia+Innovate Learning. 994-999. https://www.learntechlib.org/primary/p/217409/
  • MEB (2020b). Uzaktan eğitim sürecinin detayları [Details of the distance education process]. http://www.meb.gov.tr/uzaktan-egitim-surecinin-detaylari/haber/21990/tr
  • MEB, (2020a). Bakan Selçuk, koronavirüse karşı eğitim alanında alınan tedbirleri açıkladı [Minister Selçuk announced the measures taken in the field of education against coronavirus]. https://www.meb.gov.tr/bakan-selcuk-koronaviruse-karsi-egitim-alanindaalinan tedbirleri-acikladi/haber/20497
  • MEB, (2020c). Bakan Selçuk özel gereksinimli öğrencilerin aileleri ile buluştu [Minister Selçuk met with families of students with special needs]. https://www.meb.gov.tr/bakan-selcuk-ozel-gereksinimli-ogrencilerin-aileleri-ile-bulustu/haber/20931/tr
  • Mengi, A. & Alpdoğan, Y. (2020). COVİD-19 salgını sürecinde özel eğitim öğrencilerinin uzaktan eğitim süreçlerine ilişkin öğretmen görüşlerinin incelenmesi [Investigation of teacher’s opinions about distance education processes of students who receive special education during the COVID-19 pandemic period]. Milli Eğitim Dergisi, 49(1), 413-437. https://doi.org/10.37669/milliegitim.776226
  • Online Education Options Designed for the Deaf [OEODD]. (2020). Online education options designed for the deaf. Drexel University Online. https://virtuallyinspired.org/portfolio/brazilian-first-online-learning-for-sign
  • Özer, M. (2020). Türkiye’de COVİD-19 salgını sürecinde milli eğitim bakanlığı tarafından atılan politika adımları [Educational policy actions by the Ministry of National Education in the times of COVID-19 pandemic in Turkey]. Kastamonu Eğitim Dergisi, 28(3), 1124–1129. https://doi.org/10.24106/kefdergi.722280
  • Özmete, E., & Pak, E. (2023). Engelli çocuğa sahip annelerin COVID-19 salgını sürecindeki deneyimleri [Experiences of mothers with disabled children during the COVID-19 pandemic]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 24(1), 75-93. https://doi.org/10.21565/ozelegitimdergisi.933981
  • Patton, M.Q. (2018). Nitel Araştırma ve Değerlendirme Yöntemleri [Qualitative research and evaluation methods] (2. Baskı). Pegem Akademi.
  • Rapanta, C., Botturi, L., Goodyear, P., Guardia, L., & Koole, M. (2020). Online university teaching during and after the COVID-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923-945. https://doi.org/10.1007/s42438-020-00155-y
  • Saydam, E. B., Bayramoğlu, İ., Altınyay, Ş. & Kemaloğlu, Y. K. (2022). İşitme kayıplı öğrencilerin işitsel-sözel performansının uzaktan eğitim gereksinimlerine etkisi [The effect of aural-oral performance of students with hearing loss on distance education requirements]. Gazi Sağlık Bilimleri Dergisi, 7(Special Issue), 14-18. https://doi.org/10.52881/gsbdergi.1082715
  • Smith, M. D., & Fowler, K. M. (2009). Phenomenological research In J. Paul, J. Kleinhammer-Tramill & Kathleen Fowler (Eds.). Qualitative research methods in special education (pp. 163-178). Love Publishing Company
  • Swanwick, R., Oppong, A.M., Offei, Y.N., Fobi, D., Appau, O., Fobi, J. & Mantey, F. F., (2020). The impact of the Covıd-19 pandemic on deaf adults, children and their families in Ghana. Journal of the British Academy, 8, 141–165. https://doi.org/10.5871/jba/008.141
  • Şenol, F. B. & Can Yaşar, M. (2020). COVİD-19 pandemisi sürecinde öğretmen ve ebeveyn gözünden “özel eğitim” [“Special education” from teacher and parent's perspective in the COVID-19 pandemic process]. Milli Eğitim Dergisi, 49 (1), 439-458. https://doi.org/10.37669/milliegitim.787808
  • UNESCO Futures of Education. (2020). UNESCO Futures of Education Commission urges planning ahead against increased inequalities in the aftermath of the Covid-19. https://en.unesco.org/news/unesco-futures-education-commission-urges-planning-ahead-against-increased-inequalities
  • UNESCO, (2020). Protecting and transforming education for shared futures and common humanity a joint statement on the covid-19 crisis. https://unesdoc.unesco.org/ark:/48223/pf0000373207/PDF/373207eng.pdf.multi.
  • Ünay, E., Erdem, R., & Çakıroğlu, O. (2021). Distance education applications in special education during the COVID-19. Journal of Uludağ University Faculty of Education, 34 (Special Issue), 158-184. https://doi.org/10.19171/uefad.845915
  • WHO, (2020). WHO Director-General's opening remarks at the media briefing on 2019 novel coronavirus. https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-2019-novel-coronavirus.
  • Yazcayir, G. & Gürgür, H. (2021). Students with special needs in digital classrooms during the COVID-19 pandemic in Turkey. Pedagogical Research, 6(1).88. https://doi.org/10.29333/pr/9356
  • Yıldırım- Parlak, Ş., Karahan, S., & Özaydın, L. (2022). KOVİD-19 salgını sürecinde özel gereksinimli çocukları olan ebeveynlerin ihtiyaçları [Needs of parents with special needed children during the COVID-19 outbreak]. Kalem Eğitim ve İnsan Bilimleri Dergisi, 12(1), 25-54. https://doi.org/10.23863/kalem.2021.199

Teachers' Opinions with Hearing-Impaired Students on Distance Learning During Covid-19

Yıl 2025, Cilt: 7 Sayı: 1, 129 - 145, 30.06.2025

Özlem Aslan Bağcı , Hakan Sarı

https://doi.org/10.51535/tell.1668965

Öz

This research aims to determine how the education of hearing-impaired students was planned with distance learning during the Covid-19 pandemic, how education-teaching activities are carried out, and what kind of problems are encountered in this regard, according to the opinions of teachers. Phenomenology, one of the qualitative research designs, was used in this study. The participants of the research were eighteen teachers who have hearing-impaired students in their class. The data were collected in the 2020-2021 academic year with the semi-structured interview technique. Data analysis was carried out with the descriptive analysis method. As a result, it was revealed that teachers having hearing-impaired students during the COVID-19 pandemic did not have enough experience in planning the distance learning activities provided for those students, using appropriate materials, choosing teaching methods, using technology effectively, determining the appropriate measurement and evaluation method, and using the communication system preferred by the students.

Anahtar Kelimeler

hearing impaired hearing loss Covid-19 distance learning phenomenology

Kaynakça

  • Akbayrak, K., Vural, G. & Ağar, M. (2021). Özel eğitim öğretmenlerinin koronavirüs pandemisi döneminde uzaktan eğitime ilişkin görüş ve önerileri [The experiences and views of special education teachers towards distance education throughout coronavirus pandemic period]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 471-499. https://doi.org/10.17679/inuefd.863029
  • Aslan-Bağcı, Ö., & Sarı, H. (2024). İşitme engelli öğrencilerle çalışan öğretmenlerin mesleki yeterliliklerine yönelik görüşlerinin değerlendirilmesi [Evaluating the perspectives of teachers with hearing-impaired students on their professional competencies]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 25(1), 93-110. https://doi.org/10.21565/ozelegitimdergisi.1153895
  • Aydemir, E., & Islam, M. (2023). Covid-19 pandemi döneminde özel gereksinimli çocuk sahibi ailelerin yaşadığı zorluklar [Covid-19 pandemic and challenges of families with children with special needs: a sociological analysis]. İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi, 22(47), 743-763. https://doi.org/10.46928/iticusbe.1231709
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.
  • Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches. (5th ed.). Sage Publications.
  • de Godoi, T. X., Deogenes, P., da Silva Junior, D. P., & Costa Valentim, N. M. (2020). A case study about usability, user experience and accessibility problems of deaf users with assistive technologies. In M. Antona., C. Stephanidis (Eds), Universal access in human-computer interaction. applications and practice (pp. 73-91). Lecture Notes in Computer Science Book Series. https://link.springer.com/chapter /10.1007/978-3-030-49108-6_6
  • Dikmen, A. U., Kına, M. H., Özkan, S., & İlhan, M. N. (2020). COVID-19 epidemiyolojisi: Pandemiden ne öğrendik [Epidemiology of COVID-19: What we learn from pandemic]. Journal of biotechnology and strategic health research, 4, 29-36. https://doi.org/10.34084/bshr.715153
  • Elçi, D., & Nuri, C. (2022). Özel eğitim öğretmenlerinin covıd-19 sürecinde özel gereksinimli bireylerin eğitimine yönelik yaşadıkları problemler (KKTC örneği) [Determining the problems experienced by special education teachers in the education of individuals requiring special education in the COVID-19 process (TRNC case)]. International Journal of Su-Ay Development Association (IJOSDA), 1(2), 70-95.
  • Erdem, R., Ünay, E., & Çakıroğlu, O. (2021). COVID-19 sürecinde özel eğitimde uzaktan eğitime yönelik ebeveynlerin görüşleri [Views of parents about distance education in special education during COVID-19]. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 52, 465-479. https://doi.org/10.53444/deubefd.929329
  • ETF (2020). Coping with COVID-19: Mapping education and training responses to the health crisis in ETF partner countries. ETF Publishing.
  • Guernsey, L., Ishmael, K., & Prescott, S. (2020). Online learning in the wake of COVID-19 tips and resources for PreK-12 with equity in mind. New America. https://www.newamerica.org/education-policy/edcentral/online-learning-wake-covid-19/
  • Kalaç, M.Ö, Telli, G. & Erönal, Y. (2020). Covid-19 mücadelesi kapsamında uzaktan eğitim sürecinde engelli öğrencilerin durumu sorunlar ve çözüm önerileri [The situation of disabled students in the distance education process within the scope of Covid-19 challenge problems and solution suggestions]. Manisa Celal Bayar Üniversitesi Yayınları.
  • Karasu, G. & Kaya, Z. (2021). COVİD-19 salgın sürecinde işitme engelli üniversite öğrencileriyle gerçekleştirilen uzaktan eğitim çalışmalarının incelenmesi [Examination of distance education studies conducted with hearing ımpaired university students during the COVID-19 pandemic]. Ege Eğitim Dergisi, 22(2), 95-111. https://doi.org/10.12984/egeefd.938443
  • Koçbeker, B. N., & Seçil Karamuklu, E. (2022). COVİD-19 salgını sürecinde özel gereksinimli çocuğu olan annelerin yaşadıkları güçlüklerin ve duygu durumlarının incelenmesi [A case study on the difficulties and feelings of special needs children’s mothers experienced during COVID-19 pandemic]. Milli Eğitim Dergisi, 51(233), 419-442. https://doi.org/10.37669/milliegitim.787866
  • Köken, H. İ., & Sazak Duman, E. (2024). COVİD-19 pandemisi sürecinde özel eğitim ihtiyacı olan çocuklara verilen uzaktan eğitimin ebeveynler tarafından değerlendirilmesi [Parents' evaluation of distance education given to children with special education needs during the COVID-19 pandemic process]. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 303-339. https://doi.org/10.17240/aibuefd.2024..-1339063
  • Kundakçı, Y., Gül, İ., Yeşiltaş, A., & Kundakçı, R. (2022). COVİD-19 Pandemisinde Özel Gereksinimli Çocuklar ve Annelerinin Deneyimleri: Nitel Bir Araştırma [Experiences by children with special needs and their mothers during the COVID-19 pandemic: A qualitative study]. Sosyal Politika Çalışmaları Dergisi, 22(54), 63-86. https://doi.org/10.21560/spcd.vi.890240
  • Kurt, A. & Kurtoğlu Erden, M. (2020). Koronavirüs hastalığı 2019 sürecinde özel gereksinimli bireyler [Individuals with special needs in the coronavirus disease 2019]. Milli Eğitim Dergisi, 49(1), 1105 - 1119. http://doi.org/10.37669/milliegitim.787606
  • Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, 4(6), 421. https://doi.org/10.1016/S2352-4642(20)30109-7
  • Lynch, P., Kaye, T., & Terlektsi, E. (2020). Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children (Helpdesk Response No. 16). EdTech Hub. https://doi.org/10.53832/edtechhub.0043
  • Lynn, M. A., Templeton, D. C., Ross, A. D., Gehret, A. U., Bida, M., Sanger, T. J., & Pagano, T. (2020). Success and challenges in teaching chemistry to deaf and hard of hearing students in the time of COVID-19. Journal of Chemical Education, 97(9), 3322-3326. https://doi.org/10.1021/acs.jchemed.0c00602
  • Makeshine, S., Viriyavejakul, C., & Sovajassatakul, T. (2020). The effectiveness of online learning for deaf and hard of hearing learners. EdMedia+Innovate Learning. 994-999. https://www.learntechlib.org/primary/p/217409/
  • MEB (2020b). Uzaktan eğitim sürecinin detayları [Details of the distance education process]. http://www.meb.gov.tr/uzaktan-egitim-surecinin-detaylari/haber/21990/tr
  • MEB, (2020a). Bakan Selçuk, koronavirüse karşı eğitim alanında alınan tedbirleri açıkladı [Minister Selçuk announced the measures taken in the field of education against coronavirus]. https://www.meb.gov.tr/bakan-selcuk-koronaviruse-karsi-egitim-alanindaalinan tedbirleri-acikladi/haber/20497
  • MEB, (2020c). Bakan Selçuk özel gereksinimli öğrencilerin aileleri ile buluştu [Minister Selçuk met with families of students with special needs]. https://www.meb.gov.tr/bakan-selcuk-ozel-gereksinimli-ogrencilerin-aileleri-ile-bulustu/haber/20931/tr
  • Mengi, A. & Alpdoğan, Y. (2020). COVİD-19 salgını sürecinde özel eğitim öğrencilerinin uzaktan eğitim süreçlerine ilişkin öğretmen görüşlerinin incelenmesi [Investigation of teacher’s opinions about distance education processes of students who receive special education during the COVID-19 pandemic period]. Milli Eğitim Dergisi, 49(1), 413-437. https://doi.org/10.37669/milliegitim.776226
  • Online Education Options Designed for the Deaf [OEODD]. (2020). Online education options designed for the deaf. Drexel University Online. https://virtuallyinspired.org/portfolio/brazilian-first-online-learning-for-sign
  • Özer, M. (2020). Türkiye’de COVİD-19 salgını sürecinde milli eğitim bakanlığı tarafından atılan politika adımları [Educational policy actions by the Ministry of National Education in the times of COVID-19 pandemic in Turkey]. Kastamonu Eğitim Dergisi, 28(3), 1124–1129. https://doi.org/10.24106/kefdergi.722280
  • Özmete, E., & Pak, E. (2023). Engelli çocuğa sahip annelerin COVID-19 salgını sürecindeki deneyimleri [Experiences of mothers with disabled children during the COVID-19 pandemic]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 24(1), 75-93. https://doi.org/10.21565/ozelegitimdergisi.933981
  • Patton, M.Q. (2018). Nitel Araştırma ve Değerlendirme Yöntemleri [Qualitative research and evaluation methods] (2. Baskı). Pegem Akademi.
  • Rapanta, C., Botturi, L., Goodyear, P., Guardia, L., & Koole, M. (2020). Online university teaching during and after the COVID-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923-945. https://doi.org/10.1007/s42438-020-00155-y
  • Saydam, E. B., Bayramoğlu, İ., Altınyay, Ş. & Kemaloğlu, Y. K. (2022). İşitme kayıplı öğrencilerin işitsel-sözel performansının uzaktan eğitim gereksinimlerine etkisi [The effect of aural-oral performance of students with hearing loss on distance education requirements]. Gazi Sağlık Bilimleri Dergisi, 7(Special Issue), 14-18. https://doi.org/10.52881/gsbdergi.1082715
  • Smith, M. D., & Fowler, K. M. (2009). Phenomenological research In J. Paul, J. Kleinhammer-Tramill & Kathleen Fowler (Eds.). Qualitative research methods in special education (pp. 163-178). Love Publishing Company
  • Swanwick, R., Oppong, A.M., Offei, Y.N., Fobi, D., Appau, O., Fobi, J. & Mantey, F. F., (2020). The impact of the Covıd-19 pandemic on deaf adults, children and their families in Ghana. Journal of the British Academy, 8, 141–165. https://doi.org/10.5871/jba/008.141
  • Şenol, F. B. & Can Yaşar, M. (2020). COVİD-19 pandemisi sürecinde öğretmen ve ebeveyn gözünden “özel eğitim” [“Special education” from teacher and parent's perspective in the COVID-19 pandemic process]. Milli Eğitim Dergisi, 49 (1), 439-458. https://doi.org/10.37669/milliegitim.787808
  • UNESCO Futures of Education. (2020). UNESCO Futures of Education Commission urges planning ahead against increased inequalities in the aftermath of the Covid-19. https://en.unesco.org/news/unesco-futures-education-commission-urges-planning-ahead-against-increased-inequalities
  • UNESCO, (2020). Protecting and transforming education for shared futures and common humanity a joint statement on the covid-19 crisis. https://unesdoc.unesco.org/ark:/48223/pf0000373207/PDF/373207eng.pdf.multi.
  • Ünay, E., Erdem, R., & Çakıroğlu, O. (2021). Distance education applications in special education during the COVID-19. Journal of Uludağ University Faculty of Education, 34 (Special Issue), 158-184. https://doi.org/10.19171/uefad.845915
  • WHO, (2020). WHO Director-General's opening remarks at the media briefing on 2019 novel coronavirus. https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-2019-novel-coronavirus.
  • Yazcayir, G. & Gürgür, H. (2021). Students with special needs in digital classrooms during the COVID-19 pandemic in Turkey. Pedagogical Research, 6(1).88. https://doi.org/10.29333/pr/9356
  • Yıldırım- Parlak, Ş., Karahan, S., & Özaydın, L. (2022). KOVİD-19 salgını sürecinde özel gereksinimli çocukları olan ebeveynlerin ihtiyaçları [Needs of parents with special needed children during the COVID-19 outbreak]. Kalem Eğitim ve İnsan Bilimleri Dergisi, 12(1), 25-54. https://doi.org/10.23863/kalem.2021.199
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri (Diğer)
Bölüm Araştırma Makaleleri
Yazarlar

Özlem Aslan Bağcı

Hakan Sarı 0000-0003-4528-8936

Yayımlanma Tarihi 30 Haziran 2025
Gönderilme Tarihi 1 Nisan 2025
Kabul Tarihi 20 Mayıs 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 7 Sayı: 1

Kaynak Göster

APA Aslan Bağcı, Ö., & Sarı, H. (2025). Teachers’ Opinions with Hearing-Impaired Students on Distance Learning During Covid-19. Journal of Teacher Education and Lifelong Learning, 7(1), 129-145. https://doi.org/10.51535/tell.1668965
 Kapak Resmi İndir

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