Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2019
Thesis Language: Turkish
Student: SILA ATAŞ
Supervisor: BANU ARSLANTEKİN
Abstract:In this st udy, the effectiveness of teaching with simultaneous clue method in gaining the ability to walk with guidance from independent movement skills through peers who develop the normal vision to the students affected by visual impairment was examined. Also, in this study, it was investigated whether the individuals demonstrated their skills on the 15 th , 25 th and 35 th days of the teaching. In addition, it was investigated whether individuals can generalize the acquired skills to different environments and differe nt people. To determine the effectiveness of simultaneous clue inst ruction, multiple pooling model with single stage polling between the subjects was used . The study was c onducted by three men attending inclusive education at the high school level and thei r normal development was carried out with a total of six peers, including three boys and three girls. The first group of instructional peers learned to use the simultaneous clue method in a total of 3 and a half hours during the midday hour s of the school they attended, and the second group of peers with a simultaneous hint method for a total of 5 hours during the midday hour s. Collective polling, daily polling, teaching, monitoring and generalization sessions were organized throughout the research in order to evaluate the effectiveness of the instruction provided by the simultaneous clue method. The findings of the study showed that the inclusion students who were affected by visual impaired (effectively) acquired guided walking skills from the ir independen t mobility skills through peer to peer method s simultaneously . Follow up findings show that the acquired skills persist after the 15 th , 25 th and 35 th days. In addition, it is seen that subjects can generalize this skill to different environments (different corridors, stairs, different rooms from the school) and individuals (different peers and practitioners from the When the social validity findings of the research were examined, both the instructional peers and the affected peers who were affected by the learning disability had a positive opinion about the method. As a result, (a) ix instructional peers with normal development used the concurrent clue method reliably, (b) instructional peers with normal development used the concurrent clue method reliably, (b) the simultaneous cue method is effective in teaching guided walking skills from the simultaneous cue method is effective in teaching guided walking skills from independent mobility skills to individuals affecteindependent mobility skills to individuals affected by visual impairmentd by visual impairment, (c) the teaching of , (c) the teaching of walking skills wwalking skills with independent movement skills with ith independent movement skills with simultaneous cue method remains simultaneous cue method remains persistent after 15, 25 and 35 days after teaching, (d) the simultaneous cue persistent after 15, 25 and 35 days after teaching, (d) the simultaneous cue method has method has been shown to be effective in generalizing the ability of walking with guided walking from been shown to be effective in generalizing the ability of walking with guided walking from independent movement skills to individuals affected by visual impairment to different independent movement skills to individuals affected by visual impairment to different environments and individuals.environments and individuals