Exploring the academic and social challenges of visually impaired students in learning high school mathematics

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buir.advisorÇorlu, M. Sencer
dc.contributor.authorBayram, Gözde İrem
dc.date.accessioned2016-01-08T18:27:27Z
dc.date.available2016-01-08T18:27:27Z
dc.date.issued2014
dc.departmentM.A. in Curriculum and Instructionen_US
dc.descriptionAnkara : The Program of Curriculum and Instruction Bilkent University, 2014.en_US
dc.descriptionThesis (Master's) -- Bilkent University, 2014.en_US
dc.descriptionIncludes bibliographical references leaves 80-94.en_US
dc.description.abstractInclusive education is the practice of integrating visually impaired students into regular classrooms. Differentiation becomes critically important in inclusive education in order to address the academic and social development of all students within the same classroom. However, there is a need to examine the practice of inclusive education in the Turkish context in regard to visually impaired students’ experiences. This qualitative study explored the challenges of visually impaired students in learning high school mathematics. Under the influence of naturalistic inquiry, the constant comparison method was used to analyze semi-structured interviews, which were conducted with four visually impaired students. Major findings were presented under six themes: emphasizing the role of the mathematics teachers, the learning styles of visually impaired students, the use of materials, the evaluation of inclusive education, the assessment system, and the participant perspectives for equity in mathematics education. The findings were discussed in terms of the previously conducted research on teacher knowledge, differentiated instruction and assessment, and motivation. It was concluded that social needs of visually impaired students have been successfully met through inclusive education while their academic needs were far from being satisfactorily addressed.en_US
dc.description.degreeM.A.en_US
dc.description.statementofresponsibilityBayram, Gözde İremen_US
dc.format.extentxiii, 106 leaves, illustrationsen_US
dc.identifier.urihttp://hdl.handle.net/11693/15962
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectInclusive education in Turkeyen_US
dc.subjectvisually impaired studentsen_US
dc.subjectequity principle in mathematics educationen_US
dc.subject.lccLC1203.T9 B39 2014en_US
dc.subject.lcshInclusive education--Turkey.en_US
dc.subject.lcshMainstreaming in education--Turkey.en_US
dc.subject.lcshChildren with visual disabilities--Education--Turkey.en_US
dc.subject.lcshMathematics--Study and teaching--High school--Turkey.en_US
dc.subject.lcshMathematics--Study and teaching--Turkey--Social aspects.en_US
dc.titleExploring the academic and social challenges of visually impaired students in learning high school mathematicsen_US
dc.typeThesisen_US

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