Ayşe Dilşad Yakut

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.

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Ayşe Dilşad Yakut

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

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Listeleniyor 1 - 9 / 9

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.
Examining attitudes of medical students toward individuals with disabilities
(Open Journals in Education (OJED), 2021) Yakut, Ayşe Dilşad; Yakut, Ayşe Dilşad; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
Attitudes of future health professionals is critical to provide inclusive healthcare services. The purpose of this study is to examine attitudes of medical school students toward individuals with disabilities. This study included both quantitative and qualitative analysis of 153 medical school students in Turkey. Results showed that medical students’ comfort levels were significantly more positive toward a patient without apparent disability. The relationship between attitudes and comfort levels for a patient with apparent disability was slightly higher than the relationship between attitudes and comfort levels for a patient without apparent disability. Content analysis of open-ended questions indicated the need of disability education in medical school. Exploration of the attitudes of medical school students toward individuals with disabilities provided both practical and theoretical implications into the field.
Özgül öğrenme güçlüğü olan öğrencilerin okuma becerilerinin incelenmesi
(Mehmet Kurudayıoğlu, 2021) Gökdemir, Mert; Yakut, Ayşe Dilşad; Yakut, Ayşe Dilşad; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
Araştırmanın genel amacı, özgül öğrenme güçlüğü olan öğrencilerin doğru okuma, okuduğunu anlama ve okuma hızı becerilerini inceleyerek öğrencilerin sınıf ve yaş seviyesindeki performanslarını belirlemektir. Araştırma Konya ilinde özel eğitim ve rehabilitasyon merkezlerinde öğrenim gören özgül öğrenme güçlüğü olan 79 üçüncü sınıf öğrencisi ile yürütülmüştür. Öğrencilerin doğru okuma, okuduğunu anlama ve okuma hızı becerilerini değerlendirebilmek amacıyla kullanılan “Sesli Okuma Becerisi ve Okuduğunu Anlama Testi II” kullanılmıştır. Öğrencilerin %98.73’inin (n= 78) doğru okuma, %100’ünün (n= 79) okuduğunu anlama ve %100’ünün (n= 79) okuma hızı becerilerinde kronolojik yaş ve sınıf seviyesinin altında performans gösterdikleri ortaya çıkmıştır. Doğru okuma, okuduğunu anlama ve okuma hızı becerilerinin birbirlerini etkilediği tespit edilmiştir. Elde edilen bulgular ilgili alanyazın ışığında tartışılmıştır.
Students with specific learning disabilities in inclusive settings: A study of teachers’ self-efficacy
(Wiley, 2021) Yakut, Ayşe Dilşad; Yakut, Ayşe Dilşad; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
Students with specific learning disabilities (SLD) are taught by general education teachers who may not respond positively to the inclusion of these students in their classrooms. Teachers’ self-efficacy is an important construct which is related to teachers’ teaching and their willingness to include students with disabilities into their classrooms. The purpose of this study is to examine teachers’ self-efficacy toward teaching students with SLD. In the scope of the study, quantitative data were collected through a scale and an observation form from 200 general education teachers working in public elementary schools in a province of Turkey. Results indicated that the teachers who had students with SLD in their classroom felt more efficacious in teaching students with SLD. In addition, teachers reported that students with SLD had significantly lower problems in motor skills and significantly higher problems in math; attention and memory; and writing skills. Implications are discussed within the Turkish context.
The lived experiences of teachers with visual impairments in the inclusion of students with visual impairments: A phenomenological study
(Sakarya University, 2022) Şengül Erdem, Hatice; Yakut, Ayşe Dilşad; Yakut, Ayşe Dilşad; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
This study aims to reveal the lived experiences of teachers with visual impairments (VI) in the inclusion of students with VI. In this phenomenological study, data were collected from 8 teachers with VI through semi-structured interviews and analyzed by content analysis using a qualitative software program named MAXQDA20. The six themes identified from the content analysis were underlying issues in inclusion, personal guidance of teachers on students with VI, critical evaluation of inclusion, from diagnosis to the IEP implementation, the appropriate model of education for students with VI, and teachers' sense of inclusion. The findings revealed that teachers with VI contributed to the inclusion of students with VI. Furthermore, they emphasized system-related issues preventing inclusive practices and made critical evaluations concerning practices in inclusive settings. Based on the findings, inclusive classrooms and resource rooms should be equipped with educational tools (i.e., the braille alphabet, assistive technologies, tactile graphs and maps), teaching staff and their training should be enhanced, and school buildings should be designed as physically accessible and supervised by special education teachers who have expertise in VI or experience in working with students with VI.
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.
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.
Educators’ experiences in special education institutions during the COVID-19 outbreak
(Wiley, 2021) Yakut, Ayşe Dilşad; Yakut, Ayşe Dilşad; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
The COVID-19 outbreak has had a profound impact on education worldwide. As a result of the educational institutions closures, it is likely that the impact on special education would be more detrimental since special education population becomes more vulnerable in the aftermath of an outbreak. In the scope of this study, a researcher created survey was used to examine educators’ teaching experiences and their perceptions about the impact of COVID-19 outbreak on special education students. The sample included 215 educators working in the Special Education and Rehabilitation Centers (SERCs) in Turkey. Results indicated that a large majority of the SERCs were not able to continue their education during the COVID-19 outbreak. In addition, there was a difference in educators’ experiences by their educational practices (normal weekly schedule, reduced schedule, most of the educational activities are suspended, and all of the educational activities are suspended). Perceived level of COVID-19 outbreak impact on special education students were found to be significantly higher for autism spectrum disorders, intellectual disabilities, attention deficit and hyperactivity disorders, visual impairments, hearing impairments, specific learning disabilities and gifted students, respectively. The conclusion highlights the need of global collaboration, disaster preparation and management for students with special needs.
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.

Yakut, Ayşe Dilşad

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