INVESTIGATION OF OPINIONS OF TEACHERS OF THE HEARING-IMPAIRED CHILDREN ABOUT SERVING AS A SPECIAL EDUCATION TEACHER

Authors

  • Ahmet Serhat Uçar Anadolu University, Faculty of Education, Turkey orcid.org/0000-0001-5910-8751
  • Yunus Yılmaz Anadolu University, Faculty of Education, Turkey orcid.org/0000-0001-6988-798X
  • Kadriye Uçar Aydın Adnan Menderes University, Faculty of Education, Turkey orcid.org/0000-0002-9522-7624
  • Ramazan Bekar Anadolu University, Faculty of Education, Turkey orcid.org/0000-0002-8043-687X

DOI:

https://doi.org/10.46827/ejse.v7i2.3764

Keywords:

special education, teaching the hearing impaired, undergraduate education, qualitative research

Abstract

The aim of this study was to investigate the opinions of teachers of the hearing-impaired children about serving as a special education teacher. The research was designed as a descriptive case study within the framework of qualitative research methods. Two criteria that the participants to be included in the study should have were determined as follows: graduating from universities’ hearing-impaired teaching programs and serving as a special education classroom teacher in schools affiliated to the MNE. The participants consist of 51 teachers meeting the specified criteria. Semi-structured interviews were held with 5 of the participants, and data were collected from 46 of them through an open-ended questionnaire. Given the pandemic period conditions we currently experience, the e-interviews were conducted using Zoom, while open-ended questionnaires were collected via Google Forms. Descriptive analysis technique was used in the analysis of the research data. The descriptive analysis process consists of four stages: creating a thematic framework, processing of data according to the thematic framework, identification of findings, and interpretation of findings. Study findings revealed that the fact that teachers serve out-of-field they graduated from led them to feel insufficient in terms of professional knowledge and competency. Besides, it was observed that they failed to provide sufficient benefit to the students, they had difficulties communicating with families, they failed to cooperate with the school administrators or other colleagues and could not find the necessary support.

Article visualizations:

Hit counter

Author Biographies

  • Ahmet Serhat Uçar, Anadolu University, Faculty of Education, Turkey orcid.org/0000-0001-5910-8751
    Ahmet Serhat Uçar completed his undergraduate education in Anadolu University teaching program for the mentally handicapped (2011). He completed his master's degree in the same program (2016). PhD continues in the same program. Scientific fields of study are inclusive education, vocational education, learning disabilities and teacher training. He works as a research assistant in the special education department of Anadolu University.
  • Yunus Yılmaz, Anadolu University, Faculty of Education, Turkey orcid.org/0000-0001-6988-798X
    Yunus Yılmaz graduated from Anadolu University teaching program for the hearing impaired teaching (2011). He completed his master's degree in the same branch (2016). He continues PhD in the education of the hearing impaired. Scientific fields of study are teacher training and inclusive education. He works as a research assistant in the special education department of Anadolu University.
  • Kadriye Uçar, Aydın Adnan Menderes University, Faculty of Education, Turkey orcid.org/0000-0002-9522-7624
    Kadriye Uçar completed her PhD in Anadolu University special education department in 2020. She works as a research assistant at Aydın Adnan Menderes University. Scientific fields of study are students with special needs, mathematics education and inclusive education.
  • Ramazan Bekar, Anadolu University, Faculty of Education, Turkey orcid.org/0000-0002-8043-687X
    Ramazan Bekar graduated from Karadeniz Technical University teaching program for the hearing impaired teaching (2013). He completed his master's degree in the same branch (2019). He continues PhD in the education of the hearing impaired. Scientific fields of study are children with hearing loss, families of children with hearing loss. He works as a research assistant in the special education department of Anadolu University.

References

Altınkurt, N. (2008). Problems and solutions in special education and rehabilitation centers. Master’s Thesis, Dokuz Eylül University

Altunya, N. (2006). Gazi Education Institute: Gazi Secondary Teacher Training School and Education Institute (1926-1980). Ankara, Turkey

Aydemir, H., Diken, İ. H., Yıkmış, A., Aksoy, V. & Özokçu, O. (2015). The burnout and life satisfaction of teachers working with students with special needs. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 15 (Special Issue), 68-86.

Çiftçi, H. D. (2015). Identifying the Relationship between Professional Self-Efficacy and Burnout Levels of Teachers Working in Special Education Centres. Mediterranean Journal of Humanities, 1, 221-241. doi:10.13114/MJH.2015111378

Council of Higher Education, (2021, 20 April), Special Education Teaching. https://yokatlas.yok.gov.tr/lisans-bolum.php?b=20903

Doğan, S., & Güven, M. (2021). Investigation of the opinions of new graduated special education teachers’ regarding the problems they have and the undergraduate program they graduated. Trakya Journal of Education, 11(1), 113-132. doi:10.24315/tred.674265

Johnson, B. W. (2010). Job satisfaction, self-efficacy, burnout and path of teacher certification: predictors of attrition in special education teacher. PhD Thesis, Capella University

Karadeniz Technical University, (2021, 20 April), Hearing impaired teaching, http://www.katalog.ktu.edu.tr/DersBilgiPaketi/generalinfo.aspx?pid=48&lang=1

Karahan, Ş. & Balat, G. U. (2011). The Analysis of Self-Efficacy Perception and Burnout Level of Special Education School Educators. Pamukkale University Journal of Education, 29(1), 1-14.

Karasu, T., & Mutlu, Y. (2014). The problems existing at special education and bring forward solution proposals from the view of teachers: the sample of Muş. Journal of Social Sciences of Mus Alparslan University, 2(1), 47-66.

Kocaman, A. (2015). An analysis of problems faced by special schools' headteachers. Master’s Thesis, Necmettin Erbakan University

Ministry of National Education, 2009, Board decisions, https://ttkb.meb.gov.tr/www/gecmisten-gunumuze-kurul-kararlari/icerik/152

Ministry of National Education, 2014, https://ttkb.meb.gov.tr/www/gecmisten-gunumuze-kurul-kararlari/icerik/152

Nartgün, Ş. S. (2004). Opinions of educators who graduated from different educational sciences and have been appointed as teachers for the mentally disabled, on what kind of problems they encounter in practice. XIV. National Special Education Congress, Abant İzzet Baysal University, Bolu

Nougaret, A. A., Scruggs, T. E. & Mastropieri M. A. (2005). Does teacher education produce better special education teachers? Exceptional Children. 71(3), 217-229. doi.org/10.1177/001440290507100301

Ondokuz Mayıs University, (2021, 18 April), Hearing impaired teaching, https://egitim.omu.edu.tr/tr/akademik/akademik-birimler/ozel-egitim-bolumu/isitme-engelliler-egitimi-anabilim-dali

Özyürek, M. (2008). Problems and solutions in qualified teacher training: example of special education. The Journal of Turkish Educational Sciences, 6(2), 189-226.

Sarıçam, H. & Sakız, H. (2014). Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey. Educational Studies, 40(4), 423-437. doi.org/10.1080/03055698.2014.930340

Sivrikaya, T., & Yıkmış, A. (2016). The instructional process requirements of special education graduate and non-graduate teachers working in special education classes. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 16(4), 1984-2001.

Ulay, G. (2018). The Research on Undergraduate Program of Special Education Teaching in Terms of The Sufficiency of Mentally Handicapped Teaching (A Sample of Sakarya Province). Master’s Thesis, Sakarya University.

Downloads

Published

2021-06-01

Issue

Vol. 7 No. 2 (2021)

Section

Articles

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).