Investigation of editing and revising process the written products of students with cochlear implants in inclusive environment

Written expression involves a process in which events, feelings and thoughts are expressed in written symbols in accordance with the rules of language. Editing and revising activities, which have an important place in this process, serve to increase the quality of written products and enable students to review and correct their writing independently. In this study, it was aimed to examine the process of editing and revising the written products of students with cochlear implants in an inclusive environment. Two students with cochlear implants attending secondary school participated in this research, which was designed as a case study. The research data were obtained through observation, interviews, validity committee meetings, process products, documents, materials used in the preliminary study, written expression skills assessment form and writing correction taxonomy. As a result of the practices, it was observed that students needed corrections in their written products in the form of sound/syllable/word addition, deletion, substitution and rearrangement, that these corrections took place in suffixes and sentences as units, and that students needed various auditory and visual clues while correcting their writing. Based on the research findings, it can be said that the students with cochlear implants who participated in the study benefited from the process of editing and revising their written products and that the experiences gained in the process contributed to the quality of written products.