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The role of artificial intelligence interventions to improve eye contact for children with autism spectrum disorder: A systematic review
(BMC, 2025) Demirtaş, Şenol; Beşaltı, Metin
BackgroundChildren with autism spectrum disorder (ASD) often struggle with eye contact during social interactions, a key aspect of effective communication. In recent years, various artificial intelligence (AI)-based interventions have been developed to support children with ASD. This study aims to systematically review the published literature on the AI-based interventions for improving eye contact.MethodsThe review adhered to the 2020 Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Two researchers searched six databases: Scopus, Web of Science, PubMed, APA PsycInfo, Education Source, and IEEE Xplore, which initially yielded 1663 records. After screening and eligibility assessment, 16 studies met all inclusion criteria. Data were extracted through a narrative synthesis focusing on key variables, including study characteristics (author, year, region, sample, design, setting, and duration), definitions and measurements of eye contact, AI tool, and technological modalities, findings including reported effectiveness, generalization and maintenance outcomes, as well as whether social validity was assessed in each study. Two researchers independently conducted data extraction, quality assessment, and risk-of-bias evaluation using the Joanna Briggs Institute (JBI) checklists and the Single-Case Experimental Design (SCED) scale.ResultsIncluded studies used a variety of AI-based tools. The most frequently used intervention modality was robotic systems, which were used in 12 studies, followed by wearable technologies (two studies), virtual reality (one), and game-based software (one). Preliminary findings suggest that AI technologies are often associated with increases in the frequency and duration of eye contact. Six studies (38%) assessed generalization of treatment effects, generally reporting positive outcomes, while seven studies (44%) assessed social validity. The research mostly utilized quantitative designs, including randomized controlled trials, repeated measure designs, single-subject research designs, and quasi-experimental designs. One qualitative case study and one case report were also identified. Methodological quality ratings ranged from moderate to high across study designs.ConclusionThis systematic review revealed that AI-based interventions are developing technology for improving eye contact behavior in children with ASD. Particularly, robotic systems provide promising evidence for improving eye-contact behaviors in children with ASD. However, the current evidence base remains limited due to small sample sizes and variations in the operational definitions of eye contact, measurement methods, and levels of AI sophistication. Data on generalization and social validity were also limited, highlighting the need for larger, methodologically rigorous studies to confirm these findings and assess their broader applicability.Clinical trial numberThis study did not involve clinical trials, and as such, there is no clinical trial number to report.
Student Risk Assessment Tool - Parent Form (SRAT-PF) Reliability and Validity Study
(SAGE PUBLICATIONS INC, 2025) Işıtan, Damla; Aykut, Çığıl; Apaydın, Gamze; Karaahmetoğlu, Banu; Sert, Cihan; Demirtaş, Şenol; Çorbacı, Ergün Cihat; Karasu, Necdet
Early screening of primary school students' social, emotional, and academic risks is critical to improving student achievement and preventing long-term problems and maladaptive outcomes. This study reports the development of the Student Risk Assessment Tool Parent Form (SRAT-PF), designed to assess academic, social, and emotional risk factors in primary school students between the ages of 6 and 10. The scale was administered to 505 parents in Ankara province, T & uuml;rkiye, and tested using confirmatory factor analysis. The scale consists of 30 items: 7 in the academic risk dimension, 12 in the social risk dimension, and 11 in the emotional risk dimension. The analysis showed that the scale had acceptable values regarding model-data fit (RMSEA = 0.047; CFI = 0.971; TLI = 0.968; SRMR = 0.060). The Cronbach alpha coefficients of the scale sub-dimensions were .91, .97, and .97, respectively. Item-total correlations ranged from 0.617 to 0.792 for the academic factor, from 0.451 to 0.757 for the social factor, and from 0.395 to 0.629 for the emotional factor. These results support the validity and reliability of the SRAT-PF as a valid and reliable tool for assessing student risk.
School wide-positive behavioral interventions and supports in Europe: A scoping review
(SAGE Publications Inc., 2025) Demirtaş, Şenol; Karahan, Mehmet Baki; Afacan, Kemal; Karasu, Necdet; Goei, Sui Lin
Research on Positive Behavioral Interventions and Supports (PBIS) has been conducted extensively in the United States, but examining the implementation of PBIS in other countries is also essential. Positive Behavioral Interventions and Supports has been implemented in school settings in several European countries for many years. To the best of our knowledge, no literature reviews have focused on PBIS implementations in European countries. This scoping review provides an overview of the literature on the implementation and adaptation of PBIS in European countries. We searched the electronic databases of ERIC, Scopus, and the Web of Science. Studies were included based on a priori eligibility criteria. For each of the identified 30 studies from 12 countries, we examined the country and number of research studies on SW-PBIS Tier 1, implementation details, the author reported essential elements and cultural adaptation, study characteristics, and outcomes. Results showed that researchers in the Nordic countries and the Netherlands have made significant progress in SW-PBIS implementations. Researchers in other European countries also have made great efforts to adapt and spread PBIS in their local contexts. Most adaptations incorporated essential elements of PBIS. However, we identified gaps in equity, policy, and technical assistance centers in most of these adaptations.
Analysis of cohesion and coherence of written products by reading performance and developmental levels
(ANKARA UNIVERSITESI, 2023) Ceylan, Mustafa
Introduction: Reading and writing are academic skills that should be given importance to the acquisition and development of students from the first step of their education life. It is stated in the literature that reading and writing contain similar processes, cognitive skills and contexts, and therefore reading skills have a positive relationship with writing skills. In this study, the cohesion and coherence of students' written products were examined depending on their reading performance and grade level.Method: The research was carried out with a comparative descriptive model, one of the quantitative research methods. In the study, the frequency of using cohesion items and the text coherence scores of 183 poor readers (fourth grade 50, sixth grade 71 and eighth grade 62) and 192 good readers (fourth grade 55, sixth grade 74 and eighth grade 63) in written products were examined by comparison. Informal Reading Inventory, a video prepared to remind the story structure and a silent movie were used to collect the data. In the analysis of the data, Mann Whitney U Tests were used for pairwise comparisons and Kruskal Wallis Tests were used for triple comparisons.Findings: Looking at the cohesion items, it is seen that poor readers in the fourth and eighth grades get lower scores than their peers who are good readers in reading skills. In addition, from the fourth to the eighth grade, it was observed that there was an improvement in the written products of the students with good reading skills in terms of cohesion items, while there was no significant improvement in the poor readers. Considering the coherence scores, it was seen that poor readers got lower scores than good readers at all grade levels, and students in both groups improved in terms of coherence scores in their written products from fourth to eighth grade.Discussion: It is seen that the problems of students with poor readers in using cohesion tools and their inability to create coherence texts may be due to the inadequacy of the students' language skills, that the students prefer to use short sentences in their writing exercises, they do not need to connect sentences, and the level of use of cohesion tools increases with the progress of their grade levels. It can be said that it is a research that has findings consistent with the findings of the studies in the literature.
Predictors of attitudes of faculty members towards individuals with autism spectrum disorder
(John Wiley and Sons Inc, 2025) Ceylan, Mustafa; Altındağ Kumaş, Özlem; Sümer Dodur, Halime Miray; Sardohan Yildirim, Emel
In this study, we examined how variables such as the age of faculty members, autism awareness, and readiness to work with individuals with autism predict their attitudes toward individuals with Autism Spectrum Disorder. This study included 240 faculty members from various faculties. Data were analyzed using stepwise multiple regression analysis. The results indicate that higher autism awareness and readiness to work with students with autism are associated with more positive attitudes towards individuals with Autism Spectrum Disorder, whereas older faculty members tend to have more negative attitudes. These findings show that faculty members’ awareness and readiness affect their attitudes towards working with students with autism and support their use of universal design principles in education.
Is fine-art activities effective in fostering social-emotional skills on primary school children
(Turkish Psychological Counseling and Guidance Association, 2019) Coşkun, Kerem; Coşkun, Meral; Kolomuç, Ali
Purpose of the present study is to investigate impact of art-based classroom activities on primary school children's social-emotional skills. Study group included35 primary school children who study in 4th grade. 18 of them were assigned to treatment group while 17 of them were recruited in control group. Art-based classroom activities include 10 instructional activities and lasted for 15 course hours. The control group received curricular activities, the treatment group were instructed through the art-based classroom activities. Data were collected through Facial Emotion Recognition & Empathy Test and Ten Years Emotional Intelligence Test developed. Data were analyzed through Repeated-Measures of ANOVA. Result of the study indicated that theart-based classroom activities significantly increased emotion recognition, empathy, and emotional intelligence skills of the participant children from the treatment group. Results, which were reached in the study, were discussed in the light of relevant literature and Experiential Learning Theory.
Transforming schools from the ground-up with local stakeholders: Implementing learning lab for inclusion and systemic transformation at a middle school
(Springer Netherlands, 2019) Bal, Aydın; Afacan, Kemal; Çakır, Halil İbrahim
Historically, students from racially minoritized communities receive exclusionary disciplinary actions more frequently and severely in the United States. Researchers have recommended that schoolwide behavioral interventions implemented to address racial disproportionality need to be culturally responsive to local school contexts. Using the theory of expansive learning, we conducted a one and a half year-long formative intervention, Learning Lab, to examine and address racial disproportionality with local stakeholders at an urban middle school. We analyzed how parents, teachers, administrators, community members, and researchers collaborated to design a culturally responsive school discipline system at Rogoff Middle School. The analysis of expansive learning actions showed that the systemic transformation process facilitated at the school included a cycle of seven expansive learning actions. We discussed implications of the current study for education research and practice.
Inclusive/integration classroom teachers in online education: Parent perspective
(Ahi Evran Üniversitesi, 2025) Karadaş, Cebrail; Çetin, Erhan; Ceylan, Mustafa
Inclusive education, which provides serious advantages in providing education services to individuals with special needs, continued through online education, one of the distance education methods, together with the pandemic. The present study aims to examine teachers' online education applications from the perspective of parents and in the context of access, participation, and support, which are the requirements of qualified inclusion in the joint statement of the Council for Exceptional Children (CEC) Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). In this direction, individual interviews were conducted using semi-structured interview questions with 15 parents with special needs children who are continuing their inclusion education. The data produced from the interviews were analyzed with the inductive method. As a result of the analyses made; Three themes, including the transfer of inclusion practices to the online environment, the practices of classroom teachers, and opinions and demands, and six sub-themes related to these themes and 29 codes were identified. Positive and negative opinions of parents and classroom teachers about online education practices, predictions, and demands concerning the reasons for these opinions are discussed within the framework of access, participation, and support, which are specified as the requirements of inclusive education, depending on the literature.
Academic self-concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation
(John Wiley and Sons Ltd, 2025) Sümer Dodur, Halime Miray; Ceylan, Mustafa
Background: Students with learning disabilities often struggle to achieve expected academic performance despite average or above-average intelligence. Reading comprehension, a cognitive process involving multiple mental skills, is particularly challenging for these students, with approximately 80% experiencing difficulties. Aims: This study investigates the relationship between academic self-concept and reading comprehension among middle school students with learning disabilities, focusing on the serial mediating roles of reading anxiety and reading motivation. Sample(s): The sample consists of 302 middle school students (165 males, 137 females) diagnosed with learning disabilities. The participants included 77 fifth graders, 80 sixth graders, 75 seventh graders and 70 eighth graders. Methods: Structural equation modelling (SEM) was employed to analyse the data, with reading anxiety and reading motivation considered as mediators. Results: The SEM results indicated that reading motivation partially mediated the relationship between academic self-concept and reading comprehension, while reading anxiety and reading motivation together fully mediated this relationship. Conclusions: The findings highlight the importance of addressing both reading anxiety and motivation to improve reading comprehension in students with learning disabilities. Enhancing academic self-concept and reducing reading anxiety can significantly boost reading motivation and comprehension skills.
An evaluation of the effectiveness of self-monitoring intervention package for increasing eye contact in children with autism using wearable eye tracking
(Springer, 2025) Demirtaş, Şenol; Aykut, Çığıl
This study evaluated the effectiveness of a self-monitoring strategy intervention package on eye contact performance of children with autism spectrum disorder (ASD) through self-monitoring, goal setting, and reinforcement. Wearable eye tracking was used to measure eye contact. We used a multiple-probe design across subjects to assess the effectiveness of a self-monitoring intervention package that aimed to increase eye contact for participants. Three participants with ASD participated in the study. The experiment was conducted in a school library as a face-to-face interaction. We used visual analysis and Tau-U to determine whether the intervention package had an impact on the duration of eye contact. We also conducted teacher and parent interviews to assess the study's social validity. The results indicated that the self-monitoring strategy intervention package resulted in a significant increase in participants' eye contact durations. Teachers and parents also emphasized the value of study for social validity. The study is an original one that examines the effects of a self-monitoring strategy intervention package on eye contact performance with wearable eye tracking of children with ASD. It is important for future research to replicate this study to evaluate the validity of the findings or confirm them.
An examination of characters with special needs in juvenile books
(Ankara Üniversitesi, 2024) Öztürk, Hüseyin; Afacan, Kemal; Ceylan, Mustafa; Kırcı, Ali
Introduction: Juvenile books are useful tools to increase young people's knowledge and sensitivity about individuals with special needs. In particular, the books that are structured in a qualified way and that appeal to the world of young people will be useful in establishing healthy communication bridges between individuals with typical development and individuals with special needs. For this reason, it is important to identify qualified books on individuals with special needs. In this research, we examined the books that include individuals with special needs as characters in terms of their structure, depiction, and developmental characteristics. Method: The study utilized document analysis model, one of the qualitative research methods, in which we examined the characters with special needs according to various criteria. We evaluated thirty-eight books in the study. While identifying the books, we sought that they appealed to juvenile and included at least one character with special needs. We analyzed the books with the content analysis technique. Results: Results showed eleven different disability types in the 38 books. Of these, 10 were visual impairment, 11 were physical disabilities, six were hearing impairment, six were intellectual disability, six were autism spectrum disorder (ASD), five were cerebral palsy, three were speech and language disorders, three were gifted, one was specific learning disability, one was attention deficiency and hyperactivity disorder, one was a physical disorder. In 33 books, characters had positive depictions; 33 characters had dynamic characteristics, and all of the books had realistic fiction except two. Discussion: The results of the study differ from the studies in the literature in terms of the variety of special needs of the characters. In terms of the reality of the fictions, the results overlap with the studies in the literature. The rate of dynamic characters in the books that are the subject of this research is higher than past studies. The results regarding the relationship between the characters with special needs and their peers are also consistent with the results of the studies on the topic.
A review of research on social studies instruction for students with intellectual disabilities
(SAGE Publications Ltd, 2024) Afacan, Kemal; Kılıç Afacan, Esra
The content of social studies encompasses various topics such as culture, citizenship, values, geography, and history. However, social studies has historically been an under-researched academic content area for students with intellectual disabilities. The aim of this study was to identify and summarize empirical research on social studies instruction for students with intellectual disabilities. We searched for articles in two electronic databases from 2000 to 2023. We applied seven inclusion criteria to 1709 articles that emerged in databases. A total of 13 empirical studies met the inclusion criteria. We conducted a narrative review across these 13 studies. Results showed that students with intellectual disabilities improved social studies skills through effective instructional strategies including graphic organizers, technology-based instruction, time delay, and task analysis. Also, social studies instruction for students with intellectual disabilities mostly focused on history and geography. We discussed the findings along with their limitations and provided recommendations for future research.
Educator perspectives on advantages and disadvantages of alternative schools
(SAGE Publications Inc., 2024) Afacan, Kemal; Wilkerson, Kimber L.
Many students experience school failure due to academic and/or behavioral challenges that are deemed problematic by school personnel. School districts provide alternative school options for those students based on an assumption that their success hinges on supports beyond those that are provided by traditional schools. Because educators who work in alternative schools are key implementers of programming in them, the purpose of this qualitative interview study was to investigate their perspectives of the advantages and disadvantages of alternative schools. We collected qualitative data from interviews with 17 educators from 11 alternative schools. The findings from our analyses showed both the advantages and disadvantages, with the advantages grouped into four main categories: (a) instructional practices, (b) relationships, (c) policy, and (d) planning for postsecondary. The disadvantages were grouped into six thematic categories: (a) limited options, (b) barriers to instruction, (c) exclusion and stigma, (d) weak social networks, (e) poor management, and (f) sustainability.
Effects of combined reading intervention on reading fluency and comprehension of three young adults with autism
(Taylor and Francis Ltd., 2024) Laçin, Emre; Ceylan, Mustafa; Çetin, Erhan
This study evaluated the efficacy of a quadruple intervention package designed to enhance reading comprehension and accuracy in children diagnosed with Autism Spectrum Disorder (ASD). The intervention package comprised of four techniques, namely, repeated reading, word repetition, story map, and reader’s theater. A single-subject research design with a multiple probe model and a between-participant probe phase was employed, and the participants of the study consisted of three male students diagnosed with ASD. The independent variables were the four aforementioned techniques, whereas the dependent variables were the participants’ reading fluency and comprehension skills. The study consisted of baseline, implementation, full probe, generalization and follow-up sessions, and was conducted using the text ‘Gamze and Her Friend’ from the Informal Reading Inventory. The results indicated that the comprehensive intervention package improved the reading accuracy and comprehension of the three participants ASD, and this effect was sustained post-intervention.
Predicting reading achievement of students with intellectual disability from early reading achievement: Are they related?
(Springer Science and Business Media B.V., 2024) Afacan, Kemal; Wilkerson, Kimber L.
Students with intellectual disability (ID) have been participating in statewide general and alternate reading assessments during the past two decades. However, these students’ reading performance on statewide assessments over time has not been adequately examined. The purpose of this study was to examine the relationship between students with ID’s 5th grade reading achievement and their 8th grade reading achievement as measured by statewide standardized assessments. We used a longitudinal dataset from an urban school district in a Midwestern state in the United States. Results showed that students with ID’s 5th grade reading achievement did not significantly predict their 8th grade reading achievement in the general assessment. On the other hand, students with ID’s 5th grade reading achievement significantly predicted their 8th grade reading achievement in the alternate assessment. Implications of these results were discussed and recommendations for future research were provided.
Integrating pro-environmental behaviors into school-wide positive behavioral interventions and supports for creating green schools
(SAGE Publications Ltd, 2024) Demirtaş, Şenol; Karasu, Necdet; Afacan, Kemal; Aykut, Çığıl; Karahan, Mehmet Baki; Sert, Cihan
The causes of dramatic climate change mostly lie in human behavior. Humans cause climate change, for example, by creating waste. Pro-environmental behavior plays a crucial role in fighting climate change by preventing waste and conserving resources. Therefore, schools should foster pro-environmental behavior to fight climate change more effectively. Schools can foster pro-environmental behavior by organizing activities focused on both saving water, energy and managing waste through recycling and reuse. As such, one of the systems that can be used to increase the quality and efficiency of green school practices is School-Wide Positive Behavioral Interventions and Supports (SW-PBIS). SW-PBIS is a three-tiered approach that matches intervention intensity to student’s needs, aiming to improve all students’ social and educational outcomes through evidence-based preventive behavioral interventions. However, when SW-PBIS implementations are generally considered, the system is mainly used to prevent problem behaviors. While respect, responsibility, and safety are the most common expectations, no expectation is created or included in the system based on sustainability. So, the starting point of the idea is that while problem behaviors can be prevented with SW-PBIS, pro-environmental behaviors to promote a green school can also be taught and supported. Consequently, this article introduces a conceptual framework to integrate pro-environmental behaviors into SW-PBIS for creating green schools. We discuss the importance of SW-PBIS in fostering pro-environmental behavior and how it can help develop responsible students who contribute to green schools to fight climate change. We also discuss implications for future research and practice. This conceptual framework is expected to expand the scope of SW-PBIS and contribute to the implementation of green school initiatives.
Türkçe ders kitaplarının okunabilirlik ve okuduğunu anlama açısından öğrenme güçlüğü bağlamında incelenmesi
(Bursa Uludağ Üniversitesi, 2024) Ceylan, Mustafa; Kırcı, Ali
Kapsayıcı eğitim ortamlarında en sık karşılaşılan özel gereksinimli öğrenci grubu, öğrenme güçlüğü olan öğrencilerdir. Öğrenme güçlüğü olan öğrencilerin çok büyük çoğunluğu okuma becerilerinde zorluk yaşamaktadırlar. Okuma becerisini etkileyen en önemli unsurlardan biri de okuma metinleridir. Bu çalışmanın amacı da 2023-2024 yılında yenilenen 5-8 sınıf Türkçe ders kitaplarında bulunan okuma metinlerinin öğrenme güçlüğü olan öğrencilerin performansları göz önünde bulundurularak değerlendirilmesidir. Doküman incelemesi yönteminin kullanıldığı bu çalışmada 118 metin okunabilirlik, metin türü, ortalama sözce uzunluğu, ortalama tümce uzunluğu ve 73 metin okuduğunu anlama soruları açısından incelenmiştir. Kullanılan iki okunabilirlik formülüne göre de sınıf düzeyi ile okunabilirlik arasında paralel bir ilişki olduğu görülmektedir. Metin türü açısından altıncı sınıf dışındaki sınıf seviyelerinde bilgilendirici metinlere daha fazla yer verildiği görülmektedir. Ortalama sözce ve tümce uzunluklarının da sınıf seviyesi ilerledikçe arttığı bulgular arasında yer almaktadır. İncelenen metinlerde en sık açık soru türüne, ardından çıkarım sorularına yer verilmiştir. Elde edilen bulgular öğrenme güçlüğü olan öğrenciler açısından alan yazın çerçevesinde tartışılmıştır.
Öğrenme güçlüğü olan öğrencilerin dinlediğini ve okuduğunu anlama becerilerinin incelenmesi
(Hacettepe Üniversitesi, 2024) Ceylan, Mustafa
Dinleme becerisi daha anne karnındayken kazanılan bir beceri olmasına rağmen üzerinde en az çalışılan becerilerden biridir. Başta akademik beceriler olmak üzere dinleme becerisi pek çok becerinin edinilmesinde ilk kullanılan beceridir. Bu kadar önemli olan bir beceri normal gelişim gösteren öğrencilerde kendiliğinden gelişmektedir. Ancak öğrenme güçlüğü olan öğrenciler gibi bazıları bu beceriyi gerekli desteği almadan edinememektedirler. Bu çalışmanın amacı akademik becerilerin ediniminde kullanılan dinlediğini anlama ve okuduğunu anlama becerilerinin öğrenme güçlüğü olan öğrenciler açısından karşılaştırılmasıdır. Bu amaçla beşinci sınıfa devam eden, öğrenme güçlüğü olan 21 öğrenci ile tipik gelişim gösteren 21 öğrencinin dinlediğini anlama ve okuduğunu anlama puanları karşılaştırılmıştır. Analizler soru türlerinden ve tüm sorulardan alınan puanlar üzerinden yürütülmüştür. Karşılaştırmalı betimsel desenin kullanıldığı bu çalışmanın analizlerinde Mann Whitney U Testi kullanılmıştır. Araştırma sonuçlarına göre; öğrenme güçlüğü olan öğrencilerin kapalı, çıkarım soru türlerinde ve toplam dinlediğini anlama puanlarında tipik gelişim gösteren akranlarından daha düşük performans sergiledikleri görülmektedir. Ayrıca öğrenme güçlüğü olan öğrencilerin okuduğunu anlama becerilerinde de çıkarım soruları dışındaki soru türlerinde ve toplam puanlarında tipik gelişim gösteren akranlarına göre daha düşük performans sergiledikleri görülmektedir. Elde edilen bulgulara neden olabilecek değişkenler ve diğer çalışmaların sonuçları alanyazın çerçevesinde tartışılarak önerilere yer verilmiştir.
Özel öğrenme güçlüğü olan öğrencilerin yazılı ürünlerinin okunabilirlik ve okunaklılık açısından incelenmesi
(2023) Ceylan, Mustafa
Özel Öğrenme güçlüğü, okul çağındaki çocuklarda en sık görülen yetersizlik türüdür. Özel öğrenme güçlüğü olan öğrencilerin yazılı anlatımlarında bir takım problemler vardır, bu problemlerden bazıları yazılan ürünlerin okunaklı olmaması ve okuyucular tarafından okunamamasıdır. Bu çalışmada özel öğrenme güçlüğü olan ve olmayan dördüncü, altıncı ve sekizinci sınıf öğrencilerinin yazdığı öykülerin okunabilirliği ve okunaklılığı hem karşılaştırmalı hem de gelişimsel olarak incelenmiştir. Bu çalışma nicel araştırma yöntemlerinden karşılaştırmalı betimsel model ile yürütülmüştür. Katılımcılar 22 dördüncü sınıf, 34 altıncı sınıf ve 32 sekizinci sınıfa devam eden özel öğrenme güçlüğü olan ve tipik gelişim gösteren öğrencilerden oluşmaktadır. Çalışmada Ateşman, Çetinkaya ve Bezirci ve Yılmaz tarafından Türkçenin dil özellikleri dikkate alınarak geliştirilen okunabilirlik formülleri ve çok boyutlu okunabilirlik ölçeği kullanılmıştır. Okunaklılık bulgularına bakıldığında, tüm sınıf düzeylerinde özel öğrenme güçlüğü olan öğrencilerin, özel öğrenme güçlüğü olmayan akranlarına göre daha az okunaklı öykü yazdıkları ve her iki grupta da sınıf düzeyinin ilerlemesinin okunaklılığı anlamlı düzeyde olmasa da farklılaştırdığı görülmektedir. Okunabilirlik bulguları incelendiğinde sadece Bezirci ve Yılmaz formülüne göre yapılan hesaplamalarda tüm sınıf düzeylerinde özel öğrenme güçlüğü olmayan öğrenciler lehine anlamlı bir farklılık bulunmaktadır. Özel öğrenme güçlüğü olan öğrencilerin yazdıkları öykülerin sınıf düzeyine göre okunabilirliği incelendiğinde sadece Bezirci ve Yılmaz formülüne göre farklılaşma olduğu, özel öğrenme güçlüğü olmayan öğrencilerin yazdığı öykülerin ise tüm okunabilirlik formüllerine göre sınıf düzeyine bağlı olarak farklılaştığı görülmektedir. Okunabilirlik düzeylerinin kullanılan formüle göre değişmesi Türkiye’de ortak bir formülün olmadığını göstermektedir. Elde edilen bulgular alan yazın çerçevesinde tartışılmış ve çalışma bulgularından yola çıkılarak uygulamalara ve araştırmalara ilişkin önerilere yer verilmiştir.
Türkçe eğitimi alanında üstün yetenekli öğrenciler konusunda yapılan lisansüstü tezlerin eğilimleri
(2023) Kırcı, Ali; Ceylan, Mustafa
Bu çalışmada, üstün yetenekli bireylere ilişkin Türkçe eğitimi alanında yapılmış lisansüstü tezlerin betimsel içerik analizi yöntemi ile incelenmesi amaçlanmıştır. Bu amaç doğrultusunda YÖK veri tabanında erişim izni olan araştırmalar çeşitli anahtar kelimeler kullanılarak taranmış, tarama sonucunda Türkçe eğitimi alanında üstün yetenekli bireylerle gerçekleştirilen toplam 24 teze ulaşılmıştır. Araştırmaya dâhil edilen lisansüstü tezler araştırmacılar tarafından geliştirilen veri toplama aracı kullanılarak betimsel içerik analizi yöntemiyle incelenmiş ve çeşitli değişkenler açısından değerlendirilmiştir. İnceleme sonucunda lisansüstü tezlerde sıklıkla tercih edilen beceri alanlarının okuma ve yazma olduğu, diğer beceri alanlarına yönelik çalışmaların yapılmadığı belirlenmiştir. Söz konusu tezlerin gerçekleştirildiği anabilim dalları dikkate alındığında ise en fazla tezin Türkçe eğitimi alanında yapıldığı görülmüştür. Lisansüstü tezler yöntemleri açısından değerlendirildiğinde ise nitel, nicel ve deneysel yöntemlerin hemen hemen eşit sayıda tercih edildiği görülürken karma yöntemin diğer yöntemlere göre daha az tercih edildiği tespit edilmiştir. Benimsenen yönteme uygun olarak tasarlanan çeşitli müdahale programlarının olduğu ve müdahalelerin olumlu katkılar sunduğu görülmüştür. Diğer taraftan üstün yetenekli ve normal gelişim gösteren bireyleri çalışma grubuna dâhil eden tezlerin sonuçları incelendiğinde ise üstün yetenekli bireylerin araştırmaların birçoğunda daha başarılı olduğu sonucuna ulaşılmıştır.

Güncel Gönderiler