AN EXAMINATION OF SCIENCE TEACHERS’ METHODS FOR SELECTING AND IMPLEMENTING LEARNING OUTCOMES FOR STUDENTS WITH SPECIAL NEEDS

##article.authors##

  • Özgür Özünlü Öğr. Gör. Dr., Ankara Yıldırım Beyazıt Üniversitesi, Turkey

##semicolon##

https://doi.org/10.46827/ejse.v11i4.6181

##semicolon##

inclusive education##common.commaListSeparator## science instruction##common.commaListSeparator## students with special needs##common.commaListSeparator## Individualized Education Plans (IEPs)

##article.abstract##

The present research examines how science teachers choose and implement instructional objectives for their students with special needs within the broader practice of inclusive education. Developing our work in science education from the lens of policy and frameworks that exist right now in education (which is partly a goal for all educators to make scientific knowledge accessible), we are addressing all of the pedagogical and structural barriers that exist for students with disabilities, so they also have equitable access to participation in science education. The methodology used was qualitative field-based research based on interviews with 59 science teachers from across Turkey. The results indicate that teachers largely referenced formal sources such as guidelines from the Ministry of Education, RAM reports (Counseling and Research Centers), and IEPs (Individualized Education Plans), when selecting appropriate learning objectives. Regarding the pedagogical practices, the participants reported relying mainly on physical learning materials, multisensory approaches, technology or more eco-friendly equipment and/or tools, as well as modified worksheets or educational materials. Consequently, our research concludes by highlighting the need for formal professional development on a longer-term basis in addition to institutional support towards more inclusive and effective practices related to science education.

 

Article visualizations:

Hit counter

##submission.authorBiography##

  • ##submission.authorWithAffiliation##

    Özgür Özünlü is a lecturer at the Vocational School of Health Services at Ankara Yıldırım Beyazıt University. He conducts studies on science and physics education, engineering design-based science education, special education in science education, STEM education, 21st century skills and opticianry.

    E-mail: ozgurozunlu@gmail.com

    ORCID: https://orcid.org/0000-0001-7841-4869

##submission.citations##

American Association for the Advancement of Science. (1993). Benchmarks for science literacy. Oxford University Press. Retrieved from https://www.aaas.org/resources/benchmarks-science-literacy

Ayas, A., Çepni, S., & Akdeniz, A. R. (1993). Development of the Turkish secondary science curriculum. Science Education, 77(4), 433-440. https://doi.org/10.1002/sce.3730770406

Birleşmiş Milletler (2008). Engellilerin haklarına dair sözleşme. http://www.tiemf.org.tr/arsiv/mevzuatlar/bm_engellihaklarisozlesmesi.pdf

Boyle, J. R., & Scanlon, D. (2009). Methods and strategies for teaching students with mild disabilities: A case-based approach. Cengage Learning. Retrieved from https://learningally.org/bookdetails/bookid/JR960

Bülbül, M. Ş. (2013). Görme engelli öğrenciler ile grafik çalışırken nasıl bir materyal kullanılmalıdır? Fen Bilimleri Öğretimi Dergisi, 1(1), 1-11. https://dergipark.org.tr/en/pub/fbod/issue/71994/1158016

Cavkaytar, A. (2013). Özel eğitime gereksinim duyan çocuklar ve özel eğitim. İ. H. Diken (Ed.), Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim içinde (ss. 1-25). Pegem Akademi. http://dx.doi.org/10.14527/9786055885267.01

Cavkaytar, A., & Diken, İ. H. (2012). Özel eğitim 1: Özel eğitim ve özel eğitim gerektirenler (1. baskı). Vize Basın Yayın. Retrieved from https://www.nadirkitap.com/ozel-egitim-1-ozel-egitim-ve-ozel-egitim-gerektirenler-atilla-cavkaytar-ibrahim-h-diken-kitap22409716.html?srsltid=AfmBOor4RfLXPW64QDPHspCx9Ei26S2D6pFx6kmDQUnUSC0EubD3ZydB

Çapraz, C. (2016). Ortaokul özel alt sınıfta öğrenim gören zihinsel yetersizliğe sahip öğrencilere bazı maddelerin "katı, sıvı ve gaz" hallerinin doğrudan öğretim yöntemiyle öğretimi [Yayınlanmamış doktora tezi]. Atatürk Üniversitesi.

Creswell, J. W. (2018). Nitel araştırma yöntemleri. (M. Bütün & S. B. Demir, Çev.). Siyasal Kit=abevi.

Demir, R. (2008). Zihinsel engelli öğrencilere fen bilgisi dersinde sindirim konusunu basamaklandırılmış öğretim yöntemiyle sunulmasının etkililiği [Yayınlanmamış yüksek lisans tezi]. Selçuk Üniversitesi.

European Commission. (2007). Science education now: A renewed pedagogy for the future of Europe. Publications Office. Retrieved from https://op.europa.eu/en/publication-detail/-/publication/4f9e2b90-1c7b-4d56-9e30-9e9e7f4c6e5a

Evmenova, A. S., & Behrmann, M. M. (2011). Research-based strategies for teaching content to students with intellectual disabilities: Adapted videos. Education and Training in Autism and Developmental Disabilities, 46(3), 315-325.

Hill, H. (2013). Disability and accessibility in the library and information science literature: A content analysis. Library & Information Science Research, 35(2), 137-142. https://doi.org/10.1016/j.lisr.2012.11.002

Kızılaslan, A., & Sözbilir, M. (2022). Görme yetersizliği olan öğrencilere kinetik enerji ve sıcaklık kavramlarının öğretimi. Bayburt Eğitim Fakültesi Dergisi, 17(34), 606-624. https://doi.org/10.35675/befdergi.836349

Mastropieri, M. A., & Scruggs, T. E. (2016). Kaynaştırma sınıfı: Etkili farklılaştırılmış öğretim için stratejiler (M. Şahin & T. Altun, Çev.). Nobel Akademik Yayıncılık. (Orijinal çalışma basım tarihi 2010). Retrieved from https://books.google.ro/books/about/KAYNA%C5%9ETIRMA_SINIFI_Etkili_Farkl%C4%B1la%C5%9Ft.html?id=9Ug_EQAAQBAJ&redir_esc=y

Milli Eğitim Bakanlığı. (2007). Çocuk gelişimi ve eğitimi. MEB Yayınları. Retrieved from https://megep.meb.gov.tr/mte_program_modul/moduller_pdf/Geli%C5%9Fim.pdf

Milli Eğitim Bakanlığı. (2008). Özel eğitim ve rehabilitasyon merkezi zihinsel engelli bireyler destek eğitim programı. MEB Yayınları.

National Research Council. (1996). National science education standards. National Academy Press.

OECD. (2006). Evolution of student interest in science and technology studies. OECD Publishing. Retrieved from https://doi.org/10.1787/9789264016182-en

Salend, S. J. (1998). Using an activities-based approach to teach science to students with disabilities. Intervention in School and Clinic, 34(2), 67-72. https://doi.org/10.1177/105345129803400201

Sarı, H. (2005). Selçuk üniversitesinde öğrenim gören bedensel engelli ve görme engelli öğrencilerin karşılaştıkları sorunlar ve çözümüne yönelik çağdaş öneriler. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13, 335-355. Retrieved from https://dergipark.org.tr/tr/download/article-file/1722266

Sellioğ, A., & Sürmeli, H. (2025). Evaluation of science education for students with visual impairment: Views of teachers and administrators. Ankara University Faculty of Educational Sciences Journal of Special Education, 26(2), 147-165. https://doi.org/10.21565/ozelegitimdergisi.1389193

Sözbilir, M., Kutu, H., & Yasar, M. D. (2012). Science education research in Turkey: A content analysis of selected features of papers published. In J. Dillon & D. Jorde (Eds.), The world of science education: Handbook of research in Europe (pp. 1-35). Sense Publishers. http://dx.doi.org/10.1007/978-94-6091-900-8_14

UNESCO. (1994). The Salamanca statement and framework for action on special needs education. UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000098427

Ünlü, P., Pehlivan, D., & Tarhan, H. (2010). Ortaöğretim kurumlarında öğrenim gören görme engelli öğrencilerin fizik dersi hakkındaki düşünceleri. Gazi Eğitim Fakültesi Dergisi, 30(1), 39-54. Retrieved from https://dergipark.org.tr/tr/pub/gefad/issue/6742/90646

Villanueva, M. G., Taylor, J., Therrien, W., & Hand, B. (2012). Science education for students with special needs. Studies in Science Education, 48(2), 187-215. https://doi.org/10.1080/03057267.2012.733880

Uzoğlu, M., & Denizli, H. (2017). Fen Bilimleri Dersini Alan Kaynaştırma Öğrencilerinin Kaynaştırma Uygulamaları Sürecine İlişkin Görüşleri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(3), 1271-1283. https://doi.org/10.17860/mersinefd.372160

Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık. Retrieved from https://www.seckin.com.tr/kitap/sosyal-bilimlerde-nitel-arastirma-yontemleri-ali-yildirim-hasan-simsek-s-p-116659534?srsltid=AfmBOoqa4Fgs3aG0OqbK9qruysZGhhosRqpeIGTOW9nurgj355VDq0xL

Zorluoğlu, S. L., & Kızılaslan, A. (2019). Görme yetersizliği olan öğrencilere fen eğitimi: İlkeler ve stratejiler. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 51, 315-337. https://dergipark.org.tr/tr/pub/maeuefd/issue/47282/514423

##submission.downloads##

##submissions.published##

2025-08-04

##issue.issue##

##issue.vol## 11 ##issue.no## 4 (2025)

##section.section##

Articles

##submission.license##

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).