AN ANALYSIS OF THE WRITING DISABILITY PROCESS OF AN 8TH-GRADE STUDENT DIAGNOSED WITH CEREBRAL PALSY WITH WRITING DISABILITY (DYSGRAPHIA): ACTION RESEARCH
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Abstract
Turkish language lessons aim to develop language skills in a coordinated manner. It is expected from every student that receptive and productive skills are at a level that corresponds to the requirements and realities of our age, respectively. The ability of the student to understand what is said to him as necessary and to express himself is one of the basic skills to be acquired. This study aims to describe the writing skills of an 8th-grade student who continues his education in an inclusive environment and has a moderate intellectual disability and to contribute to the development of writing skills through an action plan prepared for the student. The study was designed as action research. When the literature is examined, it is seen that the studies in this field are mostly concentrated in the field of reading and are generally carried out on students with normal development. Thus, this study focuses on writing skills, which is one of the productive skills. The study, in which action research was used, was carried out in the spring semester of 2022-2023. For this purpose, an 8th-grade student diagnosed with cerebral palsy was determined, who was educated in Cizre district of Şırnak province. Within the scope of the research, the people around the student’s social and learning environment were interviewed. Based on the obtained data, observations, and interviews, it was concluded that the student had writing difficulties. “Multidimensional Legibility Scale” in the evaluation of the legibility level of the writings during the detection of writing problems; the "Written Legibility Error Detection Form" was used to detect spelling errors. The research has shown that with methods and techniques suitable for student level and individual differences, writing difficulties can be partially eliminated and teachers can support students having issues with wiriting.
