Yazar "Karal, Muhammed Akif" seçeneğine göre listele

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    Enhancing the Quality of IEP Goals Using an Interactive Feedback Procedure
    (Scholarship at Western, 2022) Karal, Muhammed Akif; Unluol-Unal, Neslihan; Tan, Sema
    Research emphasizes the necessity of improving teachers’ skills in writing individualized education program (IEP) goals. Thus, we aimed to develop an interactive feedback procedure and examine its effects on teacher candidates’ performance in writing IEP goals. We also examined whether there was a difference between treatment and control groups regarding their goal-writing skills. The 119 teacher candidates were divided into treatment (n= 58) and control groups (n = 61). The quality of IEP goals was rated using the first section of the IEP/IFSP Goals and Objectives Rating Instrument (GORI; Notari & Bricker, 1990). In this quasiexperimental study, we implemented an interactive feedback procedure for the treatment group while the control group was given only verbal feedback. ANCOVA revealed that the interactive feedback procedure was statistically significantly more effective than verbal feedback in improving the quality of IEP goals. The results suggest a useful framework that teacher-training programs can use to deliver effective instruction for teachers working with students with special needs. © 2022, Exceptionality Education International. All Rights Reserved.
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    Öğe
    Exploring how visible disabilities shape friendship dynamics in school settings
    (Routledge Journals, Taylor & Francis Ltd, 2025) Karal, Muhammed Akif; Hazir, Oguzhan
    This study examines the perspectives of students without disabilities in T & uuml;rkiye towards their peers with disabilities. Data were collected from 161 students from grades 1 to 6 using five AI-generated images of children with disabilities (e.g. prosthetic leg, wheelchair) performing an action. Students described what they saw in the image and explained their friendship choice. Descriptive statistics and thematic analysis under a mixed-method convergent parallel design were used to indicate quantitative trends and qualitative insights. Hence, younger students (ages 6-8) described their peers according to the activities they performed (e.g. singing, playing ball), while older students (ages 9-11) tended to label their peers according to their disabilities (e.g. blind, crippled). These findings support that social perceptions of disability become more salient with age by societal effect, as social learning theory supports. Our study provides practical recommendations for promoting inclusive peer relationships and reducing the impact of social prejudice in schools.