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Evaluation of Science Education for Students with Visual Impairment: Views of Teachers and Administrators

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Název: Evaluation of Science Education for Students with Visual Impairment: Views of Teachers and Administrators
Autoři: Aydın Sellioğ, Hikmet Sürmeli
Zdroj: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, Vol 26, Iss 2, Pp 147-165 (2025)
Informace o vydavateli: Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 2025.
Rok vydání: 2025
Témata: fen bilimleri öğretmeni, okul yöneticisi, schools for the visually impaired, science teacher, görme yetersizliği, LC8-6691, visual impairment, fen eğitimi, science education, görme engelliler okulları, school administrator, Special aspects of education
Popis: Introduction: Science education for students with visual impairment requires an inclusive education system. Understanding the science learning process of these students and determining their problems and needs in education constitute the basis of inclusive education. Therefore, it is crucial to evaluate the teaching strategies and material choices of science teachers to create an effective and accessible learning environment. School administrators are also decisive in providing support and resources, developing teachers and meeting the needs of this process. Therefore, this study aimed to examine the opinions of science teachers and school administrators working in secondary schools for the visually impaired about the difficulties encountered by students with visual impairment in science education and solution suggestions. Method: The present study was designed with case study, one of the qualitative research designs. The study group consisted of 24 participants, including 14 science teachers and 10 school administrators working in secondary schools for the visually impaired in Türkiye in the 2022-2023 academic year. The data were obtained through a semi-structured interview technique. Content analysis was used to analyse the data. Findings: The findings showed that the content of the curriculum was prepared intensively, the course duration was insufficient and the acquisitions were too many, teaching materials for many senses should be prepared and there were printing errors in the textbooks. It was determined that students had difficulties arising from the reader in the measurement and evaluation process. Discussion: The findings obtained in this study suggest that there are needs in providing science education for students with visual impairment. In the teaching of science course, the problems arising from the visual problems of students affected by visual impairment make it difficult for them to have the same opportunities as their peers with normal development. Thus, there is a need to determine the special needs of the students and make educational arrangements for their disability levels.
Druh dokumentu: Article
ISSN: 1304-7639
DOI: 10.21565/ozelegitimdergisi.1389193
Přístupová URL adresa: https://doaj.org/article/897d2d8fc3bd4853bc91a0ec76fb732e
Přístupové číslo: edsair.doi.dedup.....50d639b03fac3dd46c33539069a66efc
Databáze: OpenAIRE
Popis
Abstrakt:Introduction: Science education for students with visual impairment requires an inclusive education system. Understanding the science learning process of these students and determining their problems and needs in education constitute the basis of inclusive education. Therefore, it is crucial to evaluate the teaching strategies and material choices of science teachers to create an effective and accessible learning environment. School administrators are also decisive in providing support and resources, developing teachers and meeting the needs of this process. Therefore, this study aimed to examine the opinions of science teachers and school administrators working in secondary schools for the visually impaired about the difficulties encountered by students with visual impairment in science education and solution suggestions. Method: The present study was designed with case study, one of the qualitative research designs. The study group consisted of 24 participants, including 14 science teachers and 10 school administrators working in secondary schools for the visually impaired in Türkiye in the 2022-2023 academic year. The data were obtained through a semi-structured interview technique. Content analysis was used to analyse the data. Findings: The findings showed that the content of the curriculum was prepared intensively, the course duration was insufficient and the acquisitions were too many, teaching materials for many senses should be prepared and there were printing errors in the textbooks. It was determined that students had difficulties arising from the reader in the measurement and evaluation process. Discussion: The findings obtained in this study suggest that there are needs in providing science education for students with visual impairment. In the teaching of science course, the problems arising from the visual problems of students affected by visual impairment make it difficult for them to have the same opportunities as their peers with normal development. Thus, there is a need to determine the special needs of the students and make educational arrangements for their disability levels.
ISSN:13047639
DOI:10.21565/ozelegitimdergisi.1389193