An exploratory study of visually impaired students’ perceptions of inclusive mathematics education

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dc.citation.epage219en_US
dc.citation.issueNumber3en_US
dc.citation.spage212en_US
dc.citation.volumeNumber33en_US
dc.contributor.authorBayram, G. İ.en_US
dc.contributor.authorCorlu, M. S.en_US
dc.contributor.authorAydın, E.en_US
dc.contributor.authorOrtaçtepe, D.en_US
dc.contributor.authorAlapala, B.en_US
dc.date.accessioned2016-02-08T09:42:19Z
dc.date.available2016-02-08T09:42:19Z
dc.date.issued2015en_US
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.description.abstractThe 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.en_US
dc.description.provenanceMade available in DSpace on 2016-02-08T09:42:19Z (GMT). No. of bitstreams: 1 bilkent-research-paper.pdf: 70227 bytes, checksum: 26e812c6f5156f83f0e77b261a471b5a (MD5) Previous issue date: 2015en
dc.identifier.doi10.1177/0264619615591865en_US
dc.identifier.issn0264-6196
dc.identifier.urihttp://hdl.handle.net/11693/21170
dc.language.isoEnglishen_US
dc.publisherSAGE Publications Ltden_US
dc.relation.isversionofhttps://doi.org/10.1177/0264619615591865en_US
dc.source.titleBritish Journal of Visual Impairmenten_US
dc.subjectEducation in Turkeyen_US
dc.subjectInclusive educationen_US
dc.subjectMathematics educationen_US
dc.subjectSocial aspect of learningen_US
dc.subjectVisually impaired studentsen_US
dc.titleAn exploratory study of visually impaired students’ perceptions of inclusive mathematics educationen_US
dc.typeArticleen_US

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