APPROACHES USED IN READING AND WRITING TEACHING TO STUDENTS WITH INTELLECTUAL DISABILITIES

Year 2024, Volume: 14 Issue: 1, 153 - 168, 25.03.2024

Tansel Yazıcıoğlu , Özlem Altındağ Kumaş

https://doi.org/10.30783/nevsosbilen.1412994

Abstract

In today's society, reading skills are necessary to access general education content, 21st-century technology, work, and most lifelong learning opportunities. Although this applies to everyone, acquiring literacy skills is especially important for individuals with intellectual disabilities. The literature recommends using evidence-based programs to teach literacy to students with intellectual disabilities. However, the results of the studies have shown that appropriate training programs are not provided to teachers in most schools. This situation causes reading and writing teaching to students with intellectual disabilities to be disconnected from its context and disorganized. Therefore, it is essential to know which approaches are effective in teaching reading and writing to students with intellectual disabilities. For this purpose, this article tries to draw a general framework about the approaches and methods of teaching reading and writing to students with intellectual disabilities based on the literature review. When the literature is examined, it is seen that two approaches are generally considered in teaching reading and writing to individuals with intellectual disabilities. These approaches are behavioral and social interactive approaches.

Keywords

Intellectual Disability, Sight Word Instruction, Whole Language Approach, Reciprocal Teaching

ZİHİNSEL YETERSİZLİĞİ OLAN ÖĞRENCİLERE OKUMA YAZMA ÖĞRETİMİNDE KULLANILAN YAKLAŞIMLAR

Abstract

Günümüz toplumunda, genel eğitim içeriğine, 21. yüzyıl teknolojisine, çalışma ve yaşam boyu öğrenme fırsatlarının çoğuna erişmek için okuma becerisi gereklidir. Bu herkes için geçerli olsa da okuma yazma becerilerinin kazanılması özellikle zihinsel yetersizliği olan bireyler için önemlidir. Alanyazında zihinsel yetersizliği olan öğrencilere okuma yazma öğretiminde kanıta dayalı yaklaşımların kullanılması gerektiği ifade edilmektedir. Bu nedenle de zihinsel yetersizliği olan öğrencilere okuma yazma öğretiminde hangi yaklaşımların etkili olduğunun bilinmesi önem arz etmektedir Yapılan araştırmalar okulların çoğunda öğretmenlere uygun eğitim programlarının sağlanamadığını göstermektedir. Bu durum zihinsel yetersizliği olan öğrencilere okuma yazma öğretiminin bağlamından kopuk ve dağınık olmasına yol açmaktadır. Bu amaçla bu makalede, alan yazın taramasına dayalı olarak zihinsel yetersizliği olan öğrencilere okuma-yazma öğretimi yaklaşım ve yöntemlerine ilişkin genel çerçeve çizilmeye çalışılmıştır. Alanyazın incelendiğinde zihinsel yetersizliği olan bireylere okuma yazma öğretiminde genellikle iki yaklaşımın dikkate alındığı görülmektedir. Bu yaklaşımlar davranışçı ve sosyal etkileşimci yaklaşımlardır.

Keywords

Zihinsel yetersizlik, Görsel sözcük öğretimi, Tüm dil yaklaşımı, Karşılıklı öğretim

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