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      • M.A. in Teaching English as a Foreign Language
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      • Faculty of Education
      • M.A. in Teaching English as a Foreign Language
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      An exploratory study of visually impaired students’ perceptions of inclusive mathematics education

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      Author
      Bayram, G. İ.
      Corlu, M. S.
      Aydın, E.
      Ortaçtepe, D.
      Alapala, B.
      Date
      2015
      Source Title
      British Journal of Visual Impairment
      Print ISSN
      0264-6196
      Publisher
      SAGE Publications Ltd
      Volume
      33
      Issue
      3
      Pages
      212 - 219
      Language
      English
      Type
      Article
      Item Usage Stats
      128
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      172
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      Abstract
      The Turkish Disability Act introduced inclusive education to Turkey as a solution to the problems experienced by students with disabilities, including visually impaired students. The main purpose of this study was to explore the challenges faced by visually impaired students learning high school mathematics in inclusive classrooms in Turkey. The data were qualitative, consisting of interviews conducted with three high school graduates; they were analysed using the constant comparison method. In the interviews, students described the effects of various teaching methods on their learning and evaluated the social aspect (broadly speaking) of inclusive education. The results show that while the social needs of visually impaired Turkish students were adequately met through inclusive education, their academic needs were not, which we speculate to be partly because of mathematics teachers’ negative attitudes towards inclusive education.
      Keywords
      Education in Turkey
      Inclusive education
      Mathematics education
      Social aspect of learning
      Visually impaired students
      Permalink
      http://hdl.handle.net/11693/21170
      Published Version (Please cite this version)
      https://doi.org/10.1177/0264619615591865
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