Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2008
Thesis Language: Turkish
Student: BÜLENT SALDERAY
Supervisor: ALEV KURU
Abstract:In this study, the contribution of visual arts lessons to the students' skills, behaviour and job acquisition have been evaluated in accordance with the views of teachers giving visual arts lessons at public vocational schools for mentally retardeds. The survey universe includes 80 teachers, 40 special education teachers and 40 arts teachers, who gave visual arts lessons during the education period 2005-2006 at 55 public schools (public primary and vocational schools) for mentally retardeds. In this survey, questionnaire forms were sent to teachers by post, and information obtained through the questionnaires was transferred to SSPS for Windows 15.0 Package Programme. t-test was used to determine whether there were significant statistical differences in the perception scores of teachers depending on their fields of education, namely visual arts or special education. The results obtained were analysed using arithmetic average ( C ) and p (significance level) scores. The following results have been obtained in the study: 1- While the views of visual arts and special education teachers show significant differences as regards the contribution of visual arts education to the students' acquisition of comunication (a), working (b) and personal (c) behaviours, they show significant resemblances regarding students' behaviors in social (d) fields. 2- While the views of visual arts and special education teachers show significant differences as regards the contribution of visual arts education to the students' acquisition of motor (a), academic (d) and speaking and linguistic (e) skills, they show significant resemblances regarding the acquisition of self-care (b) and daily life (c) skills. 3- The views of visual arts and special education teachers show significant differences as regards the contribution of visual arts education to the students' acquisition of labor-working regularity (a) and vocational preparation (b). Furthermore, the study includes suggestions based on the findings obtained through the study.