Evaluation of visual arts lesson curriculum for the visually impaired by CIIP model

The aim of this study is to evaluate the visual arts lesson curriculum which is applied to 5th grade total visually impaired students according to Stufflebeam's context, input, process and product (CIPP) model. Case study model, one of the qualitative research methods, was used in the study. Participants were determined by purposeful sampling method. The data of the study was obtained from students with total visual impairment, parents, two classmates with low vision, visual arts instructor and researcher. A descriptive analysis method was used to analyze the data. In the first phase of the study, it was observed that the physical structure of the classroom were partially sufficient, the course hours decreased over time, the teacher adapted the program with his own efforts to the students who were unable to see it, and did not receive any in-service training during university education and in working life. In the second stage, it was concluded that the content of the program is compatible and that the teaching methods and techniques used in the program are not effective in achieving the objectives of the students with visual impairments. In the third stage, it was observed that the teacher used a flat expression method when applying the program, and the tactile materials were insufficient. In the fourth phase, it was concluded that the program could not reach the objectives determined, that the program could be developed with detailed studies, that the students wanted to learn painting techniques like other students, but they could not obtain information on this subject, and that visual arts could help improve the success of other courses.