Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Biruni Üniversitesi, Eğitim Bilimleri Enstitüsü, Özel Eğitim, Türkiye
Tezin Onay Tarihi: 2021
Tezin Dili: Türkçe
Öğrenci: Hikmet Çil
Danışman: Sinan Kalkan
Özet:
In this study, it is aimed to examine the opinions of special education teachers about
the evidence-based practices that they use in the education of children with autism
spectrum disorder. Interview method, one of the qualitative study models, was used
in the research. Special education teachers working in the schools of the Directorate
of National Education in Adıyaman and graduating from the special education
departments of the universities participated in the study. The study was conducted
with a total of 44 special education teachers, including 29 women and 15 men. The
data of the research were collected through the participant demographic information
form and the interview form consisting of 10 questions.
Accordingto research findings, it was determined that the teachers' education level on
evidence-based practices throughout their professional life was low, on the contrary,
their education level on evidence-based practices in their undergraduate education
was high. It was determined that the teachers who participated in the study generally
evaluated the evidence-based practices as the applications that were formed as a
result of the experimental studies and a result of researches consistent with each
other. It has been determined that the first evidence-based applications which come
to the mind of teachers are applied behaviour analysis, direct teaching method,
cascading teaching method, being role model, academic skill practices, physical
assistance, clue method, scripts and script-fading, errorless teaching method, PECS
(based on picture exchange system), skill and behaviour analysis method. At the
same time, it was found that these applications were the most evidence-based
practices which is used by teachers in classrooms.
It was determined that the teachers who participated in the study found that evidence-
based practices was useful in general, and the most important benefits of evidence-
based practices were the development of students' self-care skills, academic
achievement levels and communication skills. Similarly, it has been specified that
evidence-based practices provide teachers with many advantages in the classroom
and evidence-based practices are more appropriate to use in special education classes
rather than general education classes.
As a result, according to the opinions of special education teachers, it has been
determined that the use of evidence-based practices in special education classes is
beneficial for both teachers and students. Within this framework, it was thought that
studies should be carried out to develop evidence-based practices in special
education classes.