Investigation of the teaching process of geometric shapes to the blind child attending preschool general education class: A case study

Purpose: This research aims to examine the problems and needs experienced in teaching geometric shape concepts to a blind child attending the preschool general education class and to reveal these problems and needs. Method: This research was designed with the case study design, one of the qualitative research methods. The study group of the research consisted of a blind child who attended the preschool general education class in X school and a teacher who gave education to him. Data obtained from interviews, observations (structured and unstructured), the researcher's diary, criterion-referenced test, and documents were used to conduct an in-depth analysis by employing multiple information sources in the research. These data were analyzed with content analysis. Results: In the research, findings were obtained towards the pre-instructional preparation, introduction activities, transition to the activity, development activities, outcome activities, adaptations, and classroom/behavior management regarding the teaching process of geometric shapes in the classroom where the blind child who attends the preschool general education class is educated. Problems related to preparation in the teaching process of geometric shapes, undesirable behaviors of blind children, undesirable behaviors of sighted children, issues with materials, problems with teaching, problems with inclusivity, developmental problems of the blind child, problems with security, problems with classroom management, teacher's proficiency level and myths, it has been determined that there are many different problems related to assessment, issues in pre-service education and problems related to the family of the blind child. Also, it has been determined that there are various needs related to the blind child, such as material needs, instructional needs, and the needs of the blind child's family and the teacher. From the structured observation data of the research, findings regarding the use of appropriate materials, accessibility of materials, the durability of materials, suitability of materials, physical arrangement, seating arrangement, class size, entry to teaching, teaching process, and post-teaching were obtained. Finally, it was found that the knowledge level of the blind child about geometric shapes was the same before and after data collection. Conclusion and Suggestions: As a result of the research, many different problems and needs were encountered, mostly for the blind child, in which the geometric shapes were explained in a way to cover both sighted and blind children. It has been evaluated that the source of the problems encountered is mostly the lack of knowledge of the teacher, and the needs are generally due to the insufficient knowledge of the teacher and the material. For this reason, information and material-based suggestions have come to the fore, especially for teachers and other stakeholders. Finally, when the knowledge level of the blind child before and after data collection regarding geometric shapes was examined, it was concluded that he had certain learning needs in both cases.