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Journals / Adıyaman Üniversitesi Eğitim Bilimleri Dergisi / 2026 / Cilt: 15 Sayı: 1

Inclusive Education for Hearing Impairment: Teacher Perspectives, Strategies and the Role of Educational Technologies

Kapsayıcı Eğitimde İşitme Yetersizliği: Öğretmen Görüşleri, Stratejiler ve Eğitim Teknolojilerinin Rolü

Davut Açar(HAKKARİ ÜNİVERSİTESİ)0000-0003-4877-9036
Cumhur Demiralp(HAKKARİ ÜNİVERSİTESİ)0000-0001-7138-2964
Pages
412–447
Publication Date
2025-06-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The research thoroughly examines how inclusive educational practices support the complete participation and social integration of students with hearing impairments, emphasizing the importance of continuous professional support and training for teachers.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study extensively explores the methodologies, technological aids (for example, smart board and projection devices) and pedagogical strategies (for example, creative drama) employed in the education of students with hearing impairments.
📊
Key Findings & Data:Employing a qualitative methodology, the research assesses the effectiveness of the teaching strategies and technologies used by teachers to interact with hearing-impaired students.
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Conclusion & Impact:The research thoroughly examines how inclusive educational practices support the complete participation and social integration of students with hearing impairments, emphasizing the importance of continuous professional support and training for teachers.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:İşitme yetersizliği · Eğitim teknolojileri · Özel eğitim öğretmeni

Abstract

This study extensively explores the methodologies, technological aids (for example, smart board and projection devices) and pedagogical strategies (for example, creative drama) employed in the education of students with hearing impairments. Employing a qualitative methodology, the research assesses the effectiveness of the teaching strategies and technologies used by teachers to interact with hearing-impaired students. Data were gathered through in-depth interviews and focus group discussions, focusing on educational techniques that bolster the academic and social development of students with hearing disabilities. These findings illuminate the challenges teachers encounter in sourcing suitable materials and resources, effectively utilizing specialized communication techniques such as sign language and lip reading, and the pedagogical benefits derived from these efforts. The results of the study indicate that tailored strategies and technological tools aimed at the education of hearing-impaired students enable them to be more successful and confident within their educational frameworks. The efficacy of methods such as peer teaching, auditory and visual supports, which are used to facilitate the social and academic integration of hearing-impaired students, is underscored. Additionally, the teachers stated that throughout this process, they achieved various personal gains such as improved communication skills, increased capacity for empathy, and enhanced diversity in their instructional approaches. Furthermore, they reported improvements in their professional competencies, including adapting instructional materials, simplifying pedagogical methods, and developing strategies tailored to the needs of students with special educational needs. The research thoroughly examines how inclusive educational practices support the complete participation and social integration of students with hearing impairments, emphasizing the importance of continuous professional support and training for teachers.

Özet

Bu çalışma işitme yetersizliği olan öğrencilere yönelik eğitim süreçlerinde kullanılan yöntemler, teknolojik destekler (akıllı tahta ve projeksiyon vb.) ve pedagojik yaklaşımları (yaratıcı drama vb.) kapsamlı bir şekilde incelemektedir. Araştırma nitel bir metodoloji kullanarak, öğretmenlerin işitme engelli öğrencilerle etkileşimde kullanılan öğretim stratejileri ve teknolojilerin etkinliğini değerlendirmiştir. Çalışma derinlemesine ve odak grup görüşmeler yoluyla, işitme yetersizliği olan öğrencilerin akademik ve sosyal gelişimlerini destekleyen eğitim teknikleri üzerine veri toplamıştır. Bu veriler öğretmenlerin işitme yetersizliği olan öğrencilere uygun materyal ve kaynak bulma, özel iletişim yöntemleri olan işaret dili ve dudak okuma tekniklerini etkin kullanma zorluklarını ve bu süreçten elde edilen pedagojik kazanımları ortaya koymaktadır. Çalışmanın sonuçları, işitme engelli öğrencilerin eğitimine yönelik özelleştirilmiş stratejilerin ve teknolojik araçların, bu öğrencilerin eğitim süreçlerinde daha başarılı ve öz güvenli olmalarını sağladığını göstermektedir. Özellikle işitme engelli öğrencilerin sosyal ve akademik bütünleşmesini desteklemek için kullanılan akran öğretimi, işitsel ve görsel destekler gibi yöntemlerin etkinliği vurgulanmıştır. Ayrıca öğretmenler bu süreçte; iletişim becerilerinde gelişme, empati kurma yeteneklerinde artış ve öğretim yaklaşımlarında çeşitlilik sağlama gibi kişisel kazanımlar elde ettiklerini ve bunun yanında materyal uyarlama, pedagojik yöntemleri sadeleştirme ve özel gereksinimli öğrencilere uygun stratejiler geliştirme gibi mesleki yeterliliklerini artırdıklarını ifade etmiştir. Araştırma kapsayıcı eğitim uygulamalarının, işitme yetersizliği olan öğrencilerin eğitimde tam katılımlarını ve sosyal bütünleşmesini nasıl desteklediğini derinlemesine irdelerken, öğretmenlere yönelik sürekli profesyonel destek ve eğitimin önemini de vurgulamaktadır.

🔖

Cite This Article

Açar, D., Demiralp, C. (2025). Inclusive Education for Hearing Impairment: Teacher Perspectives, Strategies and the Role of Educational Technologies. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, Cilt: 15 Sayı: 1, 412–447. https://doi.org/10.17984/adyuebd.1594722

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