The Use of Texts in the Social Studies Textbook in the Support Education Process with a Student with Hearing Loss

Elif Akay

Article Details

The Use of Texts in the Social Studies Textbook in the Support Education Process with a Student with Hearing Loss

Authors:

Elif Akay

Publisher:

Anadolu University

Main Topics:

İşitme Engelli Eğitimi

Journal:

Anadolu Journal of Educational Sciences International Vol.14 Issue 2, pp.630-654

Document Type:

Article

Publication Date:

7/2024

Document Language:

Turkish

Document ID (Org No.):

2001324182

pISSN:

2146-4014

Keywords:

Abstract:

 Reading skill is one of the most important elements of the independent learning process. In formal education environments, students are mainly expected to access information through text-based instruction. Text-based instruction may cause difficulties in the reading comprehension of students with hearing loss in inclusive environments who have limitations in the development of vocabulary, learning abstract concepts and reasoning process. In addition, the inclusion of different disciplinary areas in Social Studies content makes it difficult to access information. With the systematic provision of supportive education services, students with hearing loss can cope with the texts used in content area instruction. In this study, the text features in the Social Studies textbook and the use of these texts with a student with hearing loss in the supportive education service process were examined. The research was designed as a case study. The participants of the study were a student with cochlear implant continuing his education at the secondary school level in an inclusive environment, the students Social Studies teacher, and the researcher providing support education services. Data were obtained through observations, interviews, texts in the textbook, researcher journal and documents. Duke and Pearsons 2009 Reading Comprehension Teaching Model was applied in the study. All data were analyzed descriptively and presented under the main themes of text features and text use. The results of the study showed that the difficulty level of the texts in the Social Studies textbook was high. When the texts were adapted and the steps of the Reading Comprehension Model were used, it was revealed that the student showed improvement in the use of summarization and word meaning strategies. The reasons for the limitations in students ability to use the focused reading strategies independently were discussed within the framework of the Social Studies content.

 Reading skill is one of the most important elements of the independent learning process. In formal education environments, students are mainly expected to access information through text-based instruction. Text-based instruction may cause difficulties in the reading comprehension of students with hearing loss in inclusive environments who have limitations in the development of vocabulary, learning abstract concepts and reasoning process. In addition, the inclusion of different disciplinary areas in Social Studies content makes it difficult to access information. With the systematic provision of supportive education services, students with hearing loss can cope with the texts used in content area instruction. In this study, the text features in the Social Studies textbook and the use of these texts with a student with hearing loss in the supportive education service process were examined. The research was designed as a case study. The participants of the study were a student with cochlear implant continuing his education at the secondary school level in an inclusive environment, the students Social Studies teacher, and the researcher providing support education services. Data were obtained through observations, interviews, texts in the textbook, researcher journal and documents. Duke and Pearsons 2009 Reading Comprehension Teaching Model was applied in the study. All data were analyzed descriptively and presented under the main themes of text features and text use. The results of the study showed that the difficulty level of the texts in the Social Studies textbook was high. When the texts were adapted and the steps of the Reading Comprehension Model were used, it was revealed that the student showed improvement in the use of summarization and word meaning strategies. The reasons for the limitations in students ability to use the focused reading strategies independently were discussed within the framework of the Social Studies content.

 Reading skill is one of the most important elements of the independent learning process. In formal education environments, students are mainly expected to access information through text-based instruction. Text-based instruction may cause difficulties in the reading comprehension of students with hearing loss in inclusive environments who have limitations in the development of vocabulary, learning abstract concepts and reasoning process. In addition, the inclusion of different disciplinary areas in Social Studies content makes it difficult to access information. With the systematic provision of supportive education services, students with hearing loss can cope with the texts used in content area instruction. In this study, the text features in the Social Studies textbook and the use of these texts with a student with hearing loss in the supportive education service process were examined. The research was designed as a case study. The participants of the study were a student with cochlear implant continuing his education at the secondary school level in an inclusive environment, the students Social Studies teacher, and the researcher providing support education services. Data were obtained through observations, interviews, texts in the textbook, researcher journal and documents. Duke and Pearsons 2009 Reading Comprehension Teaching Model was applied in the study. All data were analyzed descriptively and presented under the main themes of text features and text use. The results of the study showed that the difficulty level of the texts in the Social Studies textbook was high. When the texts were adapted and the steps of the Reading Comprehension Model were used, it was revealed that the student showed improvement in the use of summarization and word meaning strategies. The reasons for the limitations in students ability to use the focused reading strategies independently were discussed within the framework of the Social Studies content.

 Okuma becerisi bağımsız öğrenme sürecinin en önemli unsurlarından biridir. Örgün eğitim ortamlarında ağırlıklı olarak öğrencilerin bilgiye metin temelli öğretim yoluyla ulaşmaları beklenmektedir. Metin temelli öğretim; sözcük dağarcığının gelişiminde, soyut kavramların öğrenilmesinde ve mantık yürütme sürecinde sınırlılıkları olan kaynaştırma ortamındaki işitme kayıplı öğrencilerin okuduğunu anlamalarında da güçlüklere neden olabilmektedir. Bununla birlikte Sosyal Bilgiler içeriğinde farklı disiplin alanlarının yer alması bilgiye ulaşmayı zorlaştırmaktadır. Öğrencilerin bireysel ihtiyaçlarına göre düzenlenen destek eğitim hizmetinin sistematik sunulmasıyla işitme kayıplı öğrencilerin içerik alanı öğretiminde kullanılan metinlerle baş etmeleri sağlanabilmektedir. Bu araştırmanın amacı, Sosyal Bilgiler ders kitabındaki metin özellikleri ve bu metinlerin destek eğitim hizmeti sürecinde işitme kayıplı bir öğrenciyle kullanımının incelenmesidir. Araştırmada durum çalışması deseni kullanılmıştır. Araştırmanın katılımcıları, kaynaştırma ortamında ortaokula devam eden koklear implantlı bir öğrenci, öğrencinin Sosyal Bilgiler öğretmeni ve destek eğitim hizmeti sunan araştırmacıdan oluşmaktadır. Veriler gözlemler, görüşmeler, ders kitabındaki metinler, araştırmacı günlüğü, belgeler, Duke ve Pearsonın 2009 Okuduğunu Anlama Öğretimi Modeli kullanılarak elde edilmiştir. Araştırma verileri betimsel olarak analiz edilmiş, metinlerin özellikleri ve metinlerin kullanımı ana temaları altında sunulmuştur. Araştırma sonuçları, Sosyal Bilgiler ders kitabındaki metinlerin okunabilirlik düzeylerinin yüksek olduğunu, bu nedenle okuduğunu anlama çalışmalarında metinlerin öğrenci düzeyi doğrultusunda uyarlamaya ihtiyaç duyulduğunu, uyarlama yapıldığında ve Okuduğunu Anlama Modeli basamakları kullanıldığında öğrencinin özetleme ve sözcüklerin anlamına ulaşma stratejilerini kullanımında gelişme görüldüğünü göstermiştir. Öğrencinin odaklanılan okuma stratejilerini bağımsız olarak kullanabilme becerisindeki sınırlılıklar Sosyal Bilgiler ders içeriği çerçevesinde tartışılmıştır.

Article Details

The Use of Texts in the Social Studies Textbook in the Support Education Process with a Student with Hearing Loss

Authors:

Elif Akay

Publisher:

Anadolu University

Main Topics:

İşitme Engelli Eğitimi

Journal:

Anadolu Journal of Educational Sciences International Vol.14 Issue 2, pp.630-654

Document Type:

Article

Publication Date:

7/2024

Document Language:

Turkish

Document ID (Org No.):

2001324182

pISSN:

2146-4014

cochlear implant

content area instruction

inclusion

support education service

text-based instructiondestek eğitim hizmeti

içerik alanı öğretimi

kapsayıcı eğitim

koklear implant

metin temelli öğretim.

Issues

Article Details

Authors: Elif Akay

Publisher: Anadolu University

Main Topics: İşitme Engelli Eğitimi

Journal: Anadolu Journal of Educational Sciences International Vol.14 Issue 2, pp.630-654

Document Type: Article

Publication Date: 7/2024

Document Language: Turkish

Document ID (Org No.): 2001324182

pISSN: 2146-4014

Issues

Authors:

Elif Akay

Publisher:

Anadolu University

Main Topics:

İşitme Engelli Eğitimi

Journal:

Anadolu Journal of Educational Sciences International Vol.14 Issue 2, pp.630-654

Document Type:

Article

Publication Date:

7/2024

Document Language:

Turkish

Document ID (Org No.):

2001324182

pISSN:

2146-4014