Understanding Visually Impaired Individuals: Primary School Students’ Experiences of Movement Education with Empathy Track
DOI:
https://doi.org/10.70736/spjses.348Keywords:
Empathy track, experience, pimary school, visually impairedAbstract
This study was conducted to examine the empathy track and movement education experiences of primary school students. The study group consisted of 89 students who continued their education at a primary school affiliated to the Balıkesir Provincial Directorate of National Education and participated in the study voluntarily. The study research design, one of the qualitative research methods, was used in the study. Data were collected using four semi-structured interview questions and a personal information form prepared by the researchers, and interviews were taken from the students about their experiences before and after the application. Content analysis technique was used in the study. In the findings obtained, two main themes and seven sub-themes were determined before the activity, and two main themes and three sub-themes were determined in the findings after the activity. While positive expressions were determined in three sub-themes in the pre-activity data, it was determined that the expressions used in four sub-themes were negative. In the post-activity data, it was determined that three sub-themes connected to one main theme contained two negative expressions, while the expressions used in one main theme were negative. As a result, it was determined that the participants’ experiences after the activity were positive, but the experiences were negative in some participants. It was concluded that the applied movement training course was more effective in students’ empathy towards disabled individuals than learning by doing and experiencing.
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