Transcript Document 7430149

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What are the Technological Needs of
Disabled Students in Turkey?
Fethi A. Inan
Claire Thomas Ozel
Middle East Technical University
Celal Sezer
Iller Bankasi
The University of Memphis
Esref Armagan :
• born both unsighted
• never received any formal schooling or
training
• draws and paints by using his hands and
primarily oil paints.
Facts about turkey
• Population of Turkey :
– 67.8 million (as of 2002)
• Number of PC s :
– 1.4 Million
• Number of cellular phone holders :
– 27,887,500 (2003)
• Yearly income per capita :
– $3,500
• Current Internet Users :
– 5.5 million (2003)
• Literacy rate (2003)
– total population: 86.5%
– male: 94.3%
– female: 78.7%
Proportion of disabled people
Proportion
Male
11.10
Female
13.45
Urban
12.70
Rural
11.67
Total
12.29
Proportion of types of disabilities
Proportion
Orthopedic
19.65
Seeing
30.81
Hearing
20.84
Speaking
2.46
Literacy status
Literate
Male
71.86
Female
51.99
Urban
70.42
Rural
56.56
Total
63.67
Completed Education level
Primary Sch.
(K 1-5)
Middle Sch.
(K6-8)
High Sch.
(K9-11)
Higher
Edu.
Male
47.21
6.98
8.98
3.10
Female
32.22
3.78
3.97
1.45
Urban
42.75
8.00
10.62
4.36
Rural
39.17
3.31
3.16
.47
Total
40.97
5.64
6.90
2.42
Approaches to special education
• Individualistic approaches
– Functional inabilities
– Separate schools
• Social approaches
– Inappropriate environmental and social
conditions
– Regular Schools
Countries and approaches
Blind and partially sighted pupils by type of facility (%)
Italy
USA
Finland
Turkey
Hungary
Regular Class
96
68
61
44
0
Special Class
0
17
0
0
0
Special School
4
14
39
56
100
The Deaf and partially hearing pupils by type of facility (%)
Italy
USA
Fin
Turkey
Hungary
Regular class
95
55
5
12
0
Special class
1
27
11
8
0
Special school
4
18
85
79
100
Legislation in USA
• Rehabilitation Act of 1973
– Mandated that people with disabilities have access to
programs and services that receive federal fund.
• American Disabilities Act (ADA) of 1990
– Required that people with disabilities have access to
public programs and services, regardless of whether
or not they are federally funded.
• Specially, individuals with disabilities enroll in
distance learning program, course content must
be accessible to them.
Legislation and constitutional issues
• 1982 Turkish Constitution
– Outlaws any kind of discrimination and advocates
equal rights for all citizens
– Pupils with disabilities should share the same
statutory entitlement to a broad and balanced
curriculum
– Provide free primary education and to supplement
and aid private and corporate initiatives.
– All state schools must be financed entirely by the
state through the Ministry of National Education to
meet the needs of children.
Special Education Structure in Turkey
• Primary school (K 1-8)
– Mandatory
– Directed by Government
– Separate schools
• High School (K 9-11)
– Directed by Government
– Separate schools
• University
– Facilitate by Higher Education Council
– Each university has its own SED politics
– No legal requirements
Implications of legalities
• The government has special schools for children
with hearing, visual, mental and physical
difficulties
• High risk of repeating or dropping out because
of environmental reasons and lack of resources
• Although Turkey recognizes the rights of
children with disabilities to receive a suitable
(comparatively equal) education, the right to
special education has not been upheld in
practice as required by the legislation
SED Problems in Turkey
• Lack of resources
• Lack of expert teachers, professionals and
administrators who are expert
• Lack of information exchange among
external services and institutions
• Lack of collaboration between
administrators, professionals, teachers,
parents and external services
Assistive/Adaptive Technologies
• Assistive Technology: Any device or
method which makes the environment
more accessible to a person with a
disability
• Assistive Computing : A method which
incorporates any method or device which
makes the computer more accessible for a
user with a disability.
Assistive technologies can do
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Personal satisfaction
Career opportunities
Share information
Study and work independence
Fast reliable and flexible learning environments
Compensate for the disabilities
Environments for communication and
Socialization
• Prepare people for employment
Assistive tehnologies
• Speech synthesis (Text-to-Speech)
• Voice recognition software (Speech to
Text)
• Organizational programs
Universal Design of Instruction
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Inclusiveness
Physical access
Delivery method
Information access
Interaction
Feedback
Demonstration of knowledge (assessment)
We need to use the new technologies not only to overcome existing
barriers to learning, but to design environment for learning that have fewer
barriers right from the start (Rose, 2001)
Classroom implication Problems
• Schools don’t know what technology is
available and in what way these
technologies can apply
• Teachers/instructor are not trained
sufficiently (Actually no training)
• More costly equipment compare to regular
• There is not enough computer and
computer with special educational
technology No regulation for accessibility
issue
WWW
• “The power of web is in its universality. Access
by everyone regardless of disability is an
essential aspect “ (Tim Lee-Berners, W3C)
• “Assistive technologies make it possible for
individuals with a wide range of disabilities to
gain access to computer. However, most of the
internet resources are still not accessible to
individuals with disabilities using these
technologies” (Burgstahler, 2002)
Problem Accessibility
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Seeing graphics
Hearing audio
Movement (mouse)
Connection speed
Suggestion for accessibility
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Maintain simple, consistent page layout
Legitability
Captioning or transcribing audio/video
Make links clear and descriptive
Use informative tag (ALT)
Make available short cuts
Professional establishments
• SIG in TBD
• Founded in 2002
– Activities
• Create standards
• Prepare manual and documents
• Examine new developments
• Educations Centers
– 20 education centers
– 3 internet cafe
Professional establishments
• OKU : Turkish screen reader
– Voluntarily developed
• Provides
– E-mail
– Internet browsing
– Writing (notepad)
– Clock, calendar and calculator
Universities and disabled students
University Entrance Exam (OSS)
– Application
– Exam format and process
– Questions
• Most of the students attend social science
programs (Political science, Law schools)
• Only voluntarily services are available
Bogazici University
• Audio unit at library
– Partially class books are made audio
(Voluntarily created)
• Reader equipment
• Computers
• Each disabled student is provided with
– Talking dictionary
– Braille and speaker
– Braille calculator
Middle East Technical University
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Audio library
Computer
Reader equipment
Student club
PROJE detaylari, activities you can add
what you are doing now
Conclusions
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Equal opportunities
No separations
Universal design of instruction
Preservice teacher training program must
become more familiar with assistive
technologies
Recommendation for university
• Accessibility of document, syllabus, lecture
notes
• Presentation of content in different format
• Directing SED activities from main office
• Universal design of instruction
Questions
Planning Study: Purpose
• Investigate the technological needs of
disabled university students in Turkey and
examine how assistive technologies can
help them to obtain equal opportunities in
tertiary education.
Planning Study: Questions
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What type of technologies are currently
been using by disabled students in
Turkey?
To what extent are these technologies
used by disabled students?
What are the barriers which impair
disabled students utilization of
technology?
Planning Study: Instruments
• The subjects of this study will be the
students from four universities in Ankara
• Technologies for students with disabilities
Survey was developed and will be
administered
References
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http://www.bigglook.com/biggtraveleng/infotips/population.asp
http://www.cia.gov/cia/publications/factbook/geos/tu.html
http://www.turkishembassy.org/countryprofile/inbrief.htm
Morrison, G., Lowther, D. L. & DeMeulle, L. (1999). Integrating computer technology into the
classroom.
Jonsson, T. & Wiman, R. (2001). Education, Poverty and Disability In Developing Countries
SIS (2002). 2002 Turkey disability survey. Ankara:Turkey
Rose, D. (2001). Universal design for learning. Journal of Special Education Technology. 16 (4),
pp.64-67
Guvenir, A. (2004). Oku 3.0.1. http://www.cs.bilkent.edu.tr/~guvenir/oku
Sari, H. (2000). Development of special education provision in Turkey: From the inclusive
perspective. Proceeding of international special education congress.
Dogan, C. (2004). Ozurlulere doping: Bilisim teknolojileri. http://www.cagridogan.com/bilisim.htm
Mendels, P (1999). Barrriers online for those with disabilities.
http://www.nytimes.com/library/tech/99/11/cyber/articles/04disability.html
Comden, D. & Burgstahler, S. (2002). World wide access: Accessible web design.
Burgstahler, S. (2002). Universal design of instruction. (BUNU ALLLL)
Elibal, I. , Enguclu, A. , & Turkeli, S. (2002). Informatics an blinds.
Forgave, K. E. (2002). Assistive technologies: empowering students with disabilities. The Clearing
House, 75(3).
Burgstahler, S. (2002). Distance learning: The library’s role in ensuring access to everyone.
Library Hi Tech, 20 (4), pp. 420-432 .