Özel eğitim öğrencilerine namaz kılma becerisinin öğretiminde silikleştirilmiş model ipucuyla sunulan eşzamanlı öğretimin etkililiğinin incelenmesi
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Date
2024-07-25
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Bursa Uludağ Üniversitesi
Abstract
Araştırmanın amacı; orta düzey zihinsel engelli öğrencilere namaz kılma becerisinin öğretiminde silikleştirilmiş model ipucuyla sunulan eşzamanlı öğretimin etkililiğini incelemektir. Öğrencilerin istenilen seviyeye ulaşması için katılımcılar arası yoklama denemeli çoklu yoklama modelinden yararlanılmıştır. Araştırma, Kütahya ilinde Özel Eğitim Uygulama Okulu II. Kademe’de öğrenim gören dört erkek öğrenci ile gerçekleştirilmiştir. Katılımcı öğrenciler, çalışmaya seçilirken belirlenmiş kriterlere uygun olup olmadıkları test edilmiştir. Deneklerin çalışmaya uygun olduğu belirlendikten sonra araştırma için gerekli yerlerden izinler alınmış ve uygulama aşamasına geçilmiştir. Yapılan araştırmada namaz kılma becerisi, bağımlı değişkeni ifade etmektedir. Bağımsız değişkene gelince namaz kılma becerisinin kazandırılmasında eşzamanlı ipucuyla yapılan öğretimdir. Orta düzey zihinsel engeli bulunan öğrencilere silikleştirilmiş model ipucuyla sunulan namaz kılma becerisinin öğretimi için başlama düzeyi, öğretim oturumları, günlük yoklama, genelleme ve izleme oturumları düzenlenmiştir. Araştırmaya katılan öğrencilerle birebir ve yan yana öğretim uygulamaları gerçekleştirilmiştir. Çalışma hakkında güvenirliği yüksek tutmak için gözlemciler arası güvenirlik ile uygulama güvenirliği verileri toplanmıştır. Araştırmadan elde edilen sonuca göre, namaz kılma becerisinin benimsetilmesinde eşzamanlı ipucuyla öğretimin zihinsel yetersizlikten etkilenmiş öğrencilerde etkili olduğu sonucuna varılmıştır. Ayrıca öğrencilerin edindikleri namaz kılma becerisini genelleme oturumlarında farklı ortam, araç-gereç ve kişilere uygulayabildikleri tespit edilmiştir. Öğretimi gerçekleştirilen namaz kılma becerisinin çalışmanın tamamlanmasından sonra üçüncü ve altıncı haftalarda kalıcılığını koruduğu izleme oturumları ile belirlenmiştir.
The aim of the research is to examine the effectiveness of concurrent teaching with a faded model prompt in teaching prayer skills to students with moderate intellectual disabilities. To ensure the students reach the desired level, a multiple baseline design across participants was utilized. The study was conducted with four male students attending the Special Education Practice School, Level II, in Kütahya. The participating students were tested to ensure they met the specified criteria for the study. After it was determined that the subjects were suitable for the research, necessary permissions were obtained from the relevant institutions, and the implementation phase began. In the research, prayer ability represents the dependent variable. As for the independent variable, it is teaching with simultaneous prompting in gaining the skill of prayer. Beginning level, teaching sessions, daily probe, generalization and follow-up sessions were organized to teach the prayer skill presented with a faded model clue to students with moderate intellectual disabilities. One-on-one and side-by-side teaching practices were carried out with the students participating in the research. In order to keep the reliability of the study high, interobserver reliability and application reliability data were collected. According to the results obtained from the research, it was concluded that teaching with simultaneous prompting in adopting the prayer skill is effective in students affected by mental retardation. In addition, it was determined that the students were able to apply the prayer skills they acquired to different environments, tools and people in generalization sessions. It was determined through follow-up sessions that the taught prayer skill remained permanent in the third and sixth weeks after the completion of the study.
The aim of the research is to examine the effectiveness of concurrent teaching with a faded model prompt in teaching prayer skills to students with moderate intellectual disabilities. To ensure the students reach the desired level, a multiple baseline design across participants was utilized. The study was conducted with four male students attending the Special Education Practice School, Level II, in Kütahya. The participating students were tested to ensure they met the specified criteria for the study. After it was determined that the subjects were suitable for the research, necessary permissions were obtained from the relevant institutions, and the implementation phase began. In the research, prayer ability represents the dependent variable. As for the independent variable, it is teaching with simultaneous prompting in gaining the skill of prayer. Beginning level, teaching sessions, daily probe, generalization and follow-up sessions were organized to teach the prayer skill presented with a faded model clue to students with moderate intellectual disabilities. One-on-one and side-by-side teaching practices were carried out with the students participating in the research. In order to keep the reliability of the study high, interobserver reliability and application reliability data were collected. According to the results obtained from the research, it was concluded that teaching with simultaneous prompting in adopting the prayer skill is effective in students affected by mental retardation. In addition, it was determined that the students were able to apply the prayer skills they acquired to different environments, tools and people in generalization sessions. It was determined through follow-up sessions that the taught prayer skill remained permanent in the third and sixth weeks after the completion of the study.
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Keywords
Özel eğitim, Beceri öğretimi, Din kültürü ve Ahlak bilgisi, Eşzamanlı ipucu, Namaz kılma, Special education, Skills teaching, Religious culture and ethics, Simultaneous hint, Prayer