Yakut, Ayşe Dilşad
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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
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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 BölümüIn 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 BölümüIn 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 BölümüIn 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.