EXAMINATION OF TEXTBOOKS TAUGHT IN SPECIAL EDUCATION APPLICATION SCHOOLS BY TEACHERS

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The aim of this study is to examine the textbooks taught in Special Education Application Schools in terms of visual order and design, content, language expression and assessment and evaluation criteria according to teachers views.129 teachers from the provinces of Bolu, Düzce and Bartın in the Western Black Sea region participated in the study. Descriptive model, one of the quantitative research methods, was used in the research. The views of the teachers were taken with the help of a 74 questions questionnaire prepared by the researcher. Data were analyzed using SPSS 25 statistical package program. In this study, firstly the views of all teachers about four criteria and then the views of teachers about this four criteria according to their seniority and graduation were examined. The findings of the research suggested that teachers found the textbooks sufficient in terms of visual order-design, content and language expression, but inadequate in terms of assessment and evaluation. There was no difference in terms of visual order-design and language expression criteria in terms of seniority year. Teachers with 1-10 years seniority stated negative views for contentand positive views for assessment and evaluation. Teachers with a seniority of 11 years or more stated positive views for content and negative views for assessment and evaluation. Depending on the departments of the teachers, it was concluded that there were no differences in visual order-design, language expression and assessment and evaluation criteria, but only in content criteria.

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Textbook , special education , special education application schools , teacher views , intellectual disabilities

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi