Exploring challenges of mathematics teachers who teach high school mathematics for visually impaired students in Turkey

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buir.advisorÇorlu, Sencer
dc.contributor.authorBaykaldı, Gamze
dc.date.accessioned2017-09-21T13:43:28Z
dc.date.available2017-09-21T13:43:28Z
dc.date.copyright2017-09
dc.date.issued2017-09
dc.date.submitted2017-09-21
dc.departmentM.A. in Curriculum and Instructionen_US
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, The Program of Curriculum and Instruction, İhsan Doğramacı Bilkent University, 2017.en_US
dc.descriptionIncludes bibliographical references (leaves 70-89).en_US
dc.description.abstractIn inclusive education, every child is supported in such way that no child falls behind. For this purpose, inclusive education practices unite students with individual differences that are in the same educational environment. However, many teachers, regardless of their specialty, hold negative attitudes towards inclusive education. Therefore, it is necessary to explore the experiences and actions of mathematics teachers while teaching high school mathematics to visually impaired (VI) students by considering what kind of challenges they encounter and to what extent these challenges affect teachers’ willingness to accept the inclusion of these students. This qualitative study aimed to explore this subject using a grounded theory as a specific method. Semi-structured interviews conducted with eight mathematics teachers who had experience teaching VI students were analyzed using the constant comparative method. Major findings were categorized into five themes: teaching mathematics practices, the mathematics curriculum, preparation of material, assessment practices, and beliefs regarding inclusive education and VI students. The findings showed that teachers were divided into two groups in terms of their commitment to inclusive practices. The first group was described as reluctant to teach VI students, and the second was willing to run effective inclusive practices. Findings were discussed in terms of existing research on teachers’ preparedness for, and belief in, inclusive education.en_US
dc.description.degreeM.A.en_US
dc.description.provenanceSubmitted by Betül Özen (ozen@bilkent.edu.tr) on 2017-09-21T13:43:27Z No. of bitstreams: 1 10165298.pdf: 1113768 bytes, checksum: a4c711742d413975ea253f10ad1383da (MD5)en
dc.description.provenanceMade available in DSpace on 2017-09-21T13:43:28Z (GMT). No. of bitstreams: 1 10165298.pdf: 1113768 bytes, checksum: a4c711742d413975ea253f10ad1383da (MD5) Previous issue date: 2017-09en
dc.description.statementofresponsibilityby Gamze Baykaldı.en_US
dc.embargo.release2018-09-20
dc.format.extentxiii, 93 leaves ; 30 cm.en_US
dc.identifier.itemidB156487
dc.identifier.urihttp://hdl.handle.net/11693/33665
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectInclusive educationen_US
dc.subjectTeachers’ beliefs on inclusive educationen_US
dc.subjectVisually impaired studentsen_US
dc.subjectMathematics educationen_US
dc.titleExploring challenges of mathematics teachers who teach high school mathematics for visually impaired students in Turkeyen_US
dc.title.alternativeTürkiye’de görme engelli öğrencilere lise matematiği öğreten matematik öğretmenlerinin karşılaştıkları zorlukların araştırılmasıen_US
dc.typeThesisen_US

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