Designing Learning Materials within the Framework of the ALIS-T Project: Story Telling Activities for Hearing Impaired Individuals

• Main Authors: Yasemin Karal, Hasan Karal, A. Mevhibe Coşar, Taner Altun, Lokman Şılbır, Ekrem Bahçekapılı, Murat Atasoy, Mehmet Palancı
• Format: Article
• Language: English
• Published: Turkish Online Journal of Qualitative Inquiry (TOJQI) 2014-04-01
• Series: Turkish Online Journal of Qualitative Inquiry
• Subjects: -; Story activities; hearing impairment; graphic symbols; Hikâye etkinliği; işitme engeli; grafik semboller
• Online Access: http://dergipark.gov.tr/tojqi/issue/21405/229419?publisher=tojqi

The present study aims to examine the usefulness of 47 stories which were developed as learning materials within the scope of the ALIS-T (Alternative Communication System – Design) Project. This project aims to develop a graphical symbolic system which is relevant to Turkish social and cultural systems of understanding. In the study, stories were developed (generated) by a Turkish Language and Literature academic taking the objectives of primary 1st year life science, Turkish, and mathematics curricula into account. Stories, which consist of a setting, characters, and plot were developed. The stories were presented to 5 teachers who teach to hearing impaired students in order to check the appropriateness of each. Those teachers’ views were taken into account about the positive/negative effects of stories in the learning and teaching activities. On the other hand, all stories were elaborated by teachers in terms of whether they met the objectives of curriculum and were useful in developing the literacy skills of hearing impaired pupils. Teachers were asked to do any alterations or corrections needed to make stories compatible with curriculum objectives. Obtained data were analyzed descriptively. All participants stated that each of the stories were beneficial and usable for teaching and learning activities. They emphasized that sentences should be short, clear, and comprehendible and found that stories which were too long should be corrected. On the basis of teachers’ feed-back, 39 stories were re-designed and corrected. 8 stories which were found to be unsuitable were excluded from the study