Journals / 19 Mayıs Sosyal Bilimler Dergisi / 2022 / Cilt: 3 - Sayı: 2

Intelligent Interaction for Special Education Students

Özel Eğitim Öğrencileri İçin Akıllı Etkileşim

Pages
194–203
Publication Date
2022-06-30
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

When our material could be developed, it is at a stage where it can be easily applied in other fields of education.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Foreign language education is important for everyone at every stage of life, and it is a resource for people with disabilities to find the opportunity to realize themselves in the international arena.
📊
Key Findings & Data:With our material named Intelligent Interaction for Special Education Students, it is aimed to facilitate the foreign language learning of special education students and to make learning fun.
💡
Conclusion & Impact:When our material could be developed, it is at a stage where it can be easily applied in other fields of education.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Akıllı Etkileşim · Özel Eğitim · Yabancı Dil

Abstract

Foreign language education is important for everyone at every stage of life, and it is a resource for people with disabilities to find the opportunity to realize themselves in the international arena. With our material named Intelligent Interaction for Special Education Students, it is aimed to facilitate the foreign language learning of special education students and to make learning fun. Therefore, our material is designed to support foreign language learning of all our special education students. In addition, it offers all students the opportunity to learn and repeat on their own. If we consider the gap in the area targeted by the material, we can see that it sheds light on both individual and versatile teaching by using the indispensable digital learning method of age. When our material could be developed, it is at a stage where it can be easily applied in other fields of education.

Özet

Yabancı dil eğitimi, herkes için hayatın her aşamasında önemli olduğu gibi engelli bireyler için de kendilerini uluslararası alanlarda gerçekleştirme fırsatı buldukları bir kaynaktır. Intelligent Interaction for Special Education Students (Özel Eğitim Öğrencileri için Akıllı Etkileşim) isimli materyalimizle özel eğitim gören öğrencilerimizin yabancı dil öğrenimini kolaylaştırmak ve öğrenmeyi eğlenceli bir hale getirmek hedeflenmiştir. Dolayısıyla materyalimiz tüm özel eğitim öğrencilerimizin yabancı dil öğrenimine destek olmak amacıyla tasarlanmıştır. Ayrıca materyalimiz, öğrencilerimize kendi kendine öğrenebilme ve tekrar edebilme fırsatı sunmaktadır. Materyalin hedeflediği alandaki açığı göz önüne alırsak, çağımızın vaz geçilmezi dijital öğrenme yöntemini kullanarak hem bireysel hem de çok yönlü öğretime ışık tuttuğunu görebiliriz. Materyalimiz geliştirildiğinde diğer eğitim alanlarında da rahatlıkla uygulanabilir bir aşamadadır.

🔖

Cite This Article

SERT, E., AKSOY, S., SERT, Y. (2022). Intelligent Interaction for Special Education Students. 19 Mayıs Sosyal Bilimler Dergisi, Cilt: 3 - Sayı: 2, 194–203. https://ajindex.com/articles/435363

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Acarlar, F. (2006). Down sendromlu çocuklar ve yetişkinlerde dil gelişimi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 7(01), 1-13.
  2. Achmadi, D., Kagohara, D. M., van der Meer, L., O’Reilly, M. F., Lancioni, G. E., Sutherland, D.,. Sigafoos, J. (2012). Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(4), 1258-1264.
  3. Açıkgöz, F. (2006). Teaching English as a foreign language to the visually impaired young learners in Turkey. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, İngilizce Öğretimi Programı Yüksek Lisans Tezi. Aikin Araluce, H. (2005). Teaching English as a foreign language to blind and visually impaired young learners: the affective factor: Praca doktorska na Universidad de Castilla-La--Mancha, Cuenca w Hiszpanii. Armstrong, T. (2017). Neurodiversity: The Future of Special Education? Educational Leadership, 74(7), 10-16.
  4. Blachowicz, C. L., & Fisher, P. (2004). Vocabulary lessons. Educational Leadership, 61(6), 66-69.
  5. Campigotto, R., McEwen, R., & Epp, C. D. (2013). Especially social: Exploring the use of an iOS application in special needs classrooms. Computers & Education, 60(1), 74-86.
  6. Chapman, R. S. (1997). Language development in children and adolescents with Down syndrome. Mental Retardation and Developmental Disabilities Research Reviews, 3(4), 307-312.
  7. Chapman, R. S., Bird, E. K.-R., & Schwartz, S. E. (1990). Fast mapping of words in event contexts by children with Down syndrome. Journal of speech and hearing disorders, 55(4), 761-770.
  8. Colibaba, S., Vlad, M., & Dinu, C. E. (2013). STRATEGIES FOR PROMOTING QUALITY IN RESEARCH AND INNOVATION IN LANGUAGE AND E-LEARNING EDUCATION: USING THE EUROPEAN LANGUAGE LABEL MODEL. eLearning & Software for Education(3). Dal, M. (2008). Dyslexia and foreign language learning. SAGE handbook of dyslexia, 439-454.
  9. Derya, G.-T., & Onur, K. (2017). Otizmli bireylerin kullandığı yeni nesil konuşma üreten cihazlara ilişkin araştırmaların incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 18(01), 125-147. Domagała-Zyśk, E., & Kontra, E. H. (2016). English as a foreign language for deaf and hard-of-hearing persons: Challenges and strategies: Cambridge Scholars Publishing. Emery, E. (2008). Cedez le passage: A chronicle of traveling in France with a disability. Worlds Apart: Disability and Foreign Language Learning, 181. Fernández-López, Á., Rodrí