Investigation of the process of supportive education designed for the reading skills education designed for the reading skills of a student with hearing loss in inclusion environment

In this study, it was aimed to examine the supportive service designed for the reading teaching of a student with hearing loss who is in the first grade primary school with his normally hearing peers. The study was designed as an action research. The participant of this study consisted of a student with hearing loss researcher/teacher, parents of the student, a classroom teacher, a teacher in the rehabilitation center and validity committee members. The data were cyclically obtained through researcher diary, interviews, observations and records of validity committee meetings and documents. In the research process, practices were planned, activities were prepared, the implemented practices were assessed at validity meetings every week and the subsequent practices were decided. Data collection process and analysis were performed simultaneously. It was noted that the activities used in the supportive education were in parallel to the Turkish Curriculum and the Guidelines. Activities for concept development and the development of listening and understanding skills were used. These activities were enriched with visual materials, the activities were diversified and they were systematically repeated. Inferring from the research findings, it can be said that the hearing loss students in the inclusion environment benefited from the supportive service practices designed for the reading skill acqusition and development. Keywords: Hearing loss, Inclusion, Supporting services, Reading skills, Phonics Based Sentence Method.