Opinions About The Instructional Adaptations Regarding The Visually Impaired Students Who Continue Higher Education

Altunay Arslantekin, B. (2015). Görme yetersizliği olan öğrencilerin bağımsız hareket becerilerinin değerlendirilmesi. Eğitim ve Bilim Dergisi, 40(180).

Baltaru, R. (2019). Universities’ pursuit of inclusion and its effects on professional staff: the case of the United Kingdom, Higher Education, 77 (4), 641-656, http://dx.doi.org/10.1007/s10734-018-0293-7.

Bogdan, R. C. & Biklen, K. S. (2007). Qualitative research for education: An introduction to theory methods. Allyn and Bacon.

Castellano, C. (2004) A brief look at the education of the blind children, Future Reflections 23(1), 43-57. https://www.nfb.org/images/nfb/publications/fr/fr13/fr04ss07.htm

Creswell J.W. & Creswell J. D. (2018). Research design qualitative, quantitative, and mixed methods approaches, Fifth Edition. Sage Pub.

Crow, L. (2003). Including all of our lives: Renewing the social model of disability. In M. Nind, J. Rix, K. Sheehy, & K. Simmons (Eds.), Inclusive education: Diverse perspectives (pp. 135–149). London: David Fulton.

Denzin, N. K. & Lincoln, Y. S. (2017). Handbook of qualitative research. London: Sage Publications.

EGED (2016). Üniversitelerde engellilere yönelik erişilebilirlik hususunda mevcut durum analizi 2015-2016. Ankara: Eğitimde Görme Engelliler Derneği.

Fuchs, L. S., Fuchs, D., Phillips, N. B., & Simmons, D. (1993). Contextual variables affecting instructional adaptation for difficult-to-teach students. School Psychology Review, 22(4), 725–743.

Glaser, R. (1977). Adaptive education: Individual diversity and learning. New York: Holt, Rinehart & Winston

Gürsel, O. (2009). Görme yetersizliği olan öğrenciler. İ. H. Diken (Ed.), Özel eğitime gereksinimi olan öğrenciler ve özel eğitim (s. 167-216). Pegem A. Yayınları.

Hopkins L. (2011) The path of least resistance: a voice‐relational analysis of disabled students’ experiences of discrimination in English universities, International Journal of Inclusive Education, 15:7, 711-727, DOI: 10.1080/13603110903317684

Kavka, J. (2017), Comment la professionnalisation à l’université s’articule aux initiatives européennes et internationales (How professionalisation in universities links to European and international initiatives), 138,19-38, https://journals.openedition.org/formationemploi/5059 (15.09.2020).

Kayhan, N., Şen, M., & Akçamete, G. (2015). Opinions of university students with disabilities on current regulations and adaptations at higher education institutions. 7th World Conference on Educational Sciences (s. 635-639). Athens: Procedia-Social and Behavioral Sciences.

Kendall, L. (2016). Higher education and disability: Exploring student experiences. Cogent Education, 3(1), 1256142. https://doi.org/10.1080/2331186X.2016.1256142

Kirchner, C., & Smith, B. (2005). Transition to what? Education and employment outcomes for visually impaired youth after high school. Journal of Visual Impairment & Blindness, 99, 499–504.

Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (6th ed.). Thousand Oaks, CA: Sage.

McGuckin, C., Shevlin, M., Bell, S. & Devecchi, C. (2013). Moving to further and higher education: An exploration of the experiences of students with special educational needs. NCSE.

Miles, M, B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage Pub.

Millî Eğitim Bakanlığı (2018). Özel eğitim hizmetleri yönetmeliği Ankara: Resmî Gazete, Sayı: 30471, 07.07.2018.

Moriña Díez, A., López, R. & Molina, V. M. (2015). Students with disabilities in higher education: A biographical-narrative approach to the role of lecturers. Higher Education Research & Development, 34, 147–159. http://dx.doi.org/10.1080/07294360.2014.934329

National Council for Curriculum and Assessment (NCCA) (2009). Towards learning: An overview of senior cycle education. Dublin: National Council for Curriculum and Assessment

OECD (2014). Education country reviews policy, policy advice and implementation. http://www.oecd.org/education/policyadvice.htm (06.09.2020)

OECD (2020). Education: http://www.oecd.org/education/ (15.09.2020).

Özmen, R. E. (2012) Öğretim ilkeleri ve öğretimsel uyarlamalar. A. Ataman (Ed.) Temel eğitim öğretmenleri için kaynaştırma uygulamaları ve özel eğitim (ss. 178-216) Ankara: Vize Yayıncılık.

Piştav Akmeşe, P. (2018). Yükseköğretim kurumlarına devam eden engelli öğrenciler ile engelli personelin sorunları ve yükseköğretim engelliler danışma ve koordinasyon yönetmeliği hakkındaki görüşlerinin incelenmesi, Akademik Sosyal Araştırmalar Dergisi, 6(64), 214-232.

Richardson, J. T. & Roy, A. W. N. (2002). The representation and attainment of students with a visual ımpairment in higher education’, The British Journal of Visual Impairment 20(1): 37–48

Robeyns, I. (2006). Three models of education: Rights, capabilities and human Capital”, Theory and Research in Education, 4(1), 69–84. doi:10.1177/1477878506060683

Rioux, M. H., & Pinto, P. C. (2010). A time for the universal right to education: back to basics. British Journal of Sociology of Education, 31(5), 621-642.

Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers college press.

Sparrow, R. (2005). Defending deaf culture: the case of cochlear implants, Journal of Political Philosophy, 13(2): 135–152. doi:10.1111/j.1467-9760.2005.00217.x

Strnadová I., Hájková V. & Květoňová L. (2015) Voices of university students with disabilities: inclusive education on the tertiary level – a reality or a distant dream?, International Journal of Inclusive Education, 19:10, 1080-1095.

Sucuoğlu, B. (2006). Etkili kaynaştırma uygulamaları: Yeni ilköğretim programları ve öğretmen yeterlikleri ışığında, Ankara: Ekinoks Eğitim Danışmanlık

Tuncer, T. (2003). Görme yetersizliği olan çocuklar için sınıf ortamında yapılacak düzenlemeler. Ü. Tüfekçioğlu (Ed.), İşitme, konuşma ve görme sorunu olan çocukların eğitimi (ss. 303-332). Eskişehir: Anadolu Üniversitesi.

Türkiye Büyük Millet Meclisi. (1949). İnsan hakları evrensel beyannamesi. https://www.tbmm.gov.tr/komisyon/insanhaklari/pdf01/203-208.pdf (06.09.2020)

UNESCO (2020). Right to education. https://en.unesco.org/themes/right-to-education (6.09.2020).

United Nations (UN-Birleşmiş Milletler) (2018). United Nations instruments.https://www.right-to-education.org/page/united-nations-instruments (06.09.2020)

Vickerman, P. & M. Blundell. (2010). Hearing the voices of disabled students in higher education. Disability and Society 25 (1): 21–32.

Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. Baskı). Ankara: Seçkin Yayıncılık.

YÖK (2010). Yükseköğretim kurumları engelliler danışma ve koordinasyon yönetmeliği. https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=14214&MevzuatTur=7&MevzuatTertip=5 (15.09.2020).

Altunay Arslantekin, B. (2015). Görme yetersizliği olan öğrencilerin bağımsız hareket becerilerinin değerlendirilmesi. Eğitim ve Bilim Dergisi, 40(180).

Baltaru, R. (2019). Universities’ pursuit of inclusion and its effects on professional staff: the case of the United Kingdom, Higher Education, 77 (4), 641-656, http://dx.doi.org/10.1007/s10734-018-0293-7.

Bogdan, R. C. & Biklen, K. S. (2007). Qualitative research for education: An introduction to theory methods. Allyn and Bacon.

Castellano, C. (2004) A brief look at the education of the blind children, Future Reflections 23(1), 43-57. https://www.nfb.org/images/nfb/publications/fr/fr13/fr04ss07.htm

Creswell J.W. & Creswell J. D. (2018). Research design qualitative, quantitative, and mixed methods approaches, Fifth Edition. Sage Pub.

Crow, L. (2003). Including all of our lives: Renewing the social model of disability. In M. Nind, J. Rix, K. Sheehy, & K. Simmons (Eds.), Inclusive education: Diverse perspectives (pp. 135–149). London: David Fulton.

Denzin, N. K. & Lincoln, Y. S. (2017). Handbook of qualitative research. London: Sage Publications.

EGED (2016). Üniversitelerde engellilere yönelik erişilebilirlik hususunda mevcut durum analizi 2015-2016. Ankara: Eğitimde Görme Engelliler Derneği.

Fuchs, L. S., Fuchs, D., Phillips, N. B., & Simmons, D. (1993). Contextual variables affecting instructional adaptation for difficult-to-teach students. School Psychology Review, 22(4), 725–743.

Glaser, R. (1977). Adaptive education: Individual diversity and learning. New York: Holt, Rinehart & Winston

Gürsel, O. (2009). Görme yetersizliği olan öğrenciler. İ. H. Diken (Ed.), Özel eğitime gereksinimi olan öğrenciler ve özel eğitim (s. 167-216). Pegem A. Yayınları.

Hopkins L. (2011) The path of least resistance: a voice‐relational analysis of disabled students’ experiences of discrimination in English universities, International Journal of Inclusive Education, 15:7, 711-727, DOI: 10.1080/13603110903317684

Kavka, J. (2017), Comment la professionnalisation à l’université s’articule aux initiatives européennes et internationales (How professionalisation in universities links to European and international initiatives), 138,19-38, https://journals.openedition.org/formationemploi/5059 (15.09.2020).

Kayhan, N., Şen, M., & Akçamete, G. (2015). Opinions of university students with disabilities on current regulations and adaptations at higher education institutions. 7th World Conference on Educational Sciences (s. 635-639). Athens: Procedia-Social and Behavioral Sciences.

Kendall, L. (2016). Higher education and disability: Exploring student experiences. Cogent Education, 3(1), 1256142. https://doi.org/10.1080/2331186X.2016.1256142

Kirchner, C., & Smith, B. (2005). Transition to what? Education and employment outcomes for visually impaired youth after high school. Journal of Visual Impairment & Blindness, 99, 499–504.

Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (6th ed.). Thousand Oaks, CA: Sage.

McGuckin, C., Shevlin, M., Bell, S. & Devecchi, C. (2013). Moving to further and higher education: An exploration of the experiences of students with special educational needs. NCSE.

Miles, M, B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage Pub.

Millî Eğitim Bakanlığı (2018). Özel eğitim hizmetleri yönetmeliği Ankara: Resmî Gazete, Sayı: 30471, 07.07.2018.

Moriña Díez, A., López, R. & Molina, V. M. (2015). Students with disabilities in higher education: A biographical-narrative approach to the role of lecturers. Higher Education Research & Development, 34, 147–159. http://dx.doi.org/10.1080/07294360.2014.934329

National Council for Curriculum and Assessment (NCCA) (2009). Towards learning: An overview of senior cycle education. Dublin: National Council for Curriculum and Assessment

OECD (2014). Education country reviews policy, policy advice and implementation. http://www.oecd.org/education/policyadvice.htm (06.09.2020)

OECD (2020). Education: http://www.oecd.org/education/ (15.09.2020).

Özmen, R. E. (2012) Öğretim ilkeleri ve öğretimsel uyarlamalar. A. Ataman (Ed.) Temel eğitim öğretmenleri için kaynaştırma uygulamaları ve özel eğitim (ss. 178-216) Ankara: Vize Yayıncılık.

Piştav Akmeşe, P. (2018). Yükseköğretim kurumlarına devam eden engelli öğrenciler ile engelli personelin sorunları ve yükseköğretim engelliler danışma ve koordinasyon yönetmeliği hakkındaki görüşlerinin incelenmesi, Akademik Sosyal Araştırmalar Dergisi, 6(64), 214-232.

Richardson, J. T. & Roy, A. W. N. (2002). The representation and attainment of students with a visual ımpairment in higher education’, The British Journal of Visual Impairment 20(1): 37–48

Robeyns, I. (2006). Three models of education: Rights, capabilities and human Capital”, Theory and Research in Education, 4(1), 69–84. doi:10.1177/1477878506060683

Rioux, M. H., & Pinto, P. C. (2010). A time for the universal right to education: back to basics. British Journal of Sociology of Education, 31(5), 621-642.

Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers college press.

Sparrow, R. (2005). Defending deaf culture: the case of cochlear implants, Journal of Political Philosophy, 13(2): 135–152. doi:10.1111/j.1467-9760.2005.00217.x

Strnadová I., Hájková V. & Květoňová L. (2015) Voices of university students with disabilities: inclusive education on the tertiary level – a reality or a distant dream?, International Journal of Inclusive Education, 19:10, 1080-1095.

Sucuoğlu, B. (2006). Etkili kaynaştırma uygulamaları: Yeni ilköğretim programları ve öğretmen yeterlikleri ışığında, Ankara: Ekinoks Eğitim Danışmanlık

Tuncer, T. (2003). Görme yetersizliği olan çocuklar için sınıf ortamında yapılacak düzenlemeler. Ü. Tüfekçioğlu (Ed.), İşitme, konuşma ve görme sorunu olan çocukların eğitimi (ss. 303-332). Eskişehir: Anadolu Üniversitesi.

Türkiye Büyük Millet Meclisi. (1949). İnsan hakları evrensel beyannamesi. https://www.tbmm.gov.tr/komisyon/insanhaklari/pdf01/203-208.pdf (06.09.2020)

UNESCO (2020). Right to education. https://en.unesco.org/themes/right-to-education (6.09.2020).

United Nations (UN-Birleşmiş Milletler) (2018). United Nations instruments.https://www.right-to-education.org/page/united-nations-instruments (06.09.2020)

Vickerman, P. & M. Blundell. (2010). Hearing the voices of disabled students in higher education. Disability and Society 25 (1): 21–32.

Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. Baskı). Ankara: Seçkin Yayıncılık.

YÖK (2010). Yükseköğretim kurumları engelliler danışma ve koordinasyon yönetmeliği. https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=14214&MevzuatTur=7&MevzuatTertip=5 (15.09.2020).