Yakut, Ayşe Dilşad

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Organizasyon Birimleri

Organizasyon Birimi
Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
Eğitim Bilimleri Fakültemiz, kuram ve uygulamaların öğretildiği bir yer olmanın ötesinde, fikirlerin yeşerdiği, yeteneklerin geliştiği ve ömür boyu süren arkadaşlıkların kurulduğu dinamik ve çeşitlilik gösteren bir topluluktur.

Adı Soyadı

Ayşe Dilşad Yakut

İlgi Alanları

Specific Learning Disabilities, Inclusion, Dylexia, Learning Disabilities, Special Education

Kurumdaki Durumu

Aktif Personel

Arama Sonuçları

Listeleniyor 1 - 5 / 5
  • Yayın
    Teachers’ perceptions of students with additional support needs
    (Mersin University, 2020) Yakut, Ayşe Dilşad; Akgül, Savaş; Tuncer, Adviye Tuğba; Yakut, Ayşe Dilşad; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
    In Turkey, the special education population has steadily increased since 2010. As emphasized in the legislation, there is a heightened focus of inclusion of students with special needs in regular education settings in Turkey. Understanding teachers’ perceptions of students with additional support needs (students with learning problems, students with behavioral problems and high-potential students) and examining how teachers perceive their roles and responsibilities while teaching these students are crucial. To address this gap in the literature, a researcher-created scale that includes 10 items, each of which consists of three dimensions was used in this study. The purpose of this study is to examine teachers’ perceptions of students with learning problems, students with behavioral problems and high-potential students. This study included data analysis from 239 regular education teachers working in public elementary schools in Istanbul, Turkey. An independent sample t-test, a paired sample t-test, and a one-way analysis of variance were used for data analysis. Findings suggest that teachers’ perceptions were more positive towards teaching students with learning problems either than perceptions of students with behavioral problems or than perceptions of high-potential students. Furthermore, there was no significant difference in teachers’ perceptions of teaching students with learning problems, students with behavioral problems, and high-potential students by teachers’ demographic characteristics. Results were discussed and recommendations were presented for future research.
  • Yayın
    Gender disproportionality in special education: An analysis of odd ratios and trends
    (John Wiley & Sons, 2024) Akgül, Savaş; Yakut, Ayşe Dilşad; Yakut, Ayşe Dilşad; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
    In Turkey, the special education population has steadily increased since 2006. By generating a 16-year period of data obtained from the National Education Statistics (NES) published annually by the Presidency of Strategy Development of the Ministry of National Education, we synthesize the gender odds ratios and trends by special education categories and/or educational settings. We used odds ratios and the Mann-Kendall test for data analysis. Gender disproportionality exists in favour of males with special needs in the majority of educational settings. In addition, we found uptrends, downtrends, and no trends for gender odds ratios. Gender disproportionality is discussed, along with implications for research and practice.
  • Yayın
    Teachers’ perceptions of students with additional support needs
    (Kadir Ulusoy, 2020) Yakut, Ayşe Dilşad; Akgül, Savaş; Tuncer, Adviye Tuğba; Yakut, Ayşe Dilşad; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
    In Turkey, the special education population has steadily increased since 2010. As emphasized in the legislation, there is a heightened focus of inclusion of students with special needs in regular education settings in Turkey. Understanding teachers’ perceptions of students with additional support needs (students with learning problems, students with behavioral problems and highpotential students) and examining how teachers perceive their roles and responsibilities while teaching these students are crucial. To address this gap in the literature, a researcher-created scale that includes 10 items, each of which consists of three dimensions was used in this study. The purpose of this study is to examine teachers’ perceptions of students with learning problems, students with behavioral problems and high-potential students. This study included data analysis from 239 regular education teachers working in public elementary schools in Istanbul, Turkey. An independent sample t-test, a paired sample t-test, and a one-way analysis of variance were used for data analysis. Findings suggest that teachers’ perceptions were more positive towards teaching students with learning problems either than perceptions of students with behavioral problems or than perceptions of high-potential students. Furthermore, there was no significant difference in teachers’ perceptions of teaching students with learning problems, students with behavioral problems, and high-potential students by teachers’ demographic characteristics. Results were discussed and recommendations were presented for future research.
  • Yayın
    Pre-service special education teachers’ perceptions of competence, willingness of working, and challenges of working with respect to subfields of special education
    (Atatürk Üniversitesi, 2022) Yakut, Ayşe Dilşad; Akgül, Savaş; Yakut, Ayşe Dilşad; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
    The purpose of this study is to examine pre-service special education teachers’ perceptions of competence, willingness of working, and challenges of working with respect to subfields of special education identified in the special education teacher training program in Turkey. A researchercreated survey named “Perceptions of Competence, Willingness of Working and Challenges of Working Survey” was used in this quantitative research. The sample of the study consists of 174 pre-service special education teachers in Istanbul, Turkey. The findings are as follows: (1) the subfields that the pre-service teachers found themselves more competent were the same as the subfields that they found themselves more willing; (2) the subfields that the pre-service teachers found themselves less competent were the same as the subfields that they found themselves less willing; (3) the subfields of hearing disability and gifted and talented were found in less category in all three dimensions (less competent, less willing, and less challenging); (4) the subfields of autism spectrum disorder and intellectual disability were found in more categories in all three dimensions (more competent, more willing, and more challenging). Regarding correlational analysis, a positive relationship was explored among perceptions of competence and willingness of working for all subfields of special education. Finally, mixed findings were obtained regarding the association between perceptions of competence, willingness of working, and challenges of working by gender. Results present comparative views about subfields of special education.
  • Yayın
    Handwriting speed, visual-motor skills, and attitudes toward writing in the context of handwriting legibility of students with learning disabilities
    (Routledge, 2024) Yakut, Ayşe Dilşad; Akgül, Savaş; Şengül Erdem, Hatice; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
    Many studies on learning disability (LD) have focused on the reading skills of students; however, many students with LDs struggle with basic handwriting skills, which are fundamental for all ages in school and everyday functioning. The purpose of this study was to examine the handwriting legibility of students with LDs in conjunction with their handwriting speed, visual-motor skills, and attitudes toward writing. The sample included 75 third- to fourth-grade students in a metropolitan city in Türkiye. The assessment task aligned with the research purpose: for the students to copy the Turkish text, copy geometrical figures, and answer questions related to attitudes toward writing. Correlations among variables varied; however, the results confirmed that handwriting speed, visual-motor skills, and attitudes toward writing predicted the handwriting legibility of students with LDs. There are intricate relationships between handwriting speed, visual-motor skills, and attitudes toward writing. The results have implications for research and practice.