The effect of rhythm supported educational applications on the listening skills ofchildren with hearing disability in preschool period

The aim of the study is to determine the effects of rhythm-supported education practices on the listening skills of hearing-impaired preschool children. The study is a mixed method study in which quantitative and qualitative data are used together. The study was conducted with 3 hearing-impaired female students studying at a state school in Rize and continuing preschool education. In the study, quantitative data were collected with the "Listening Skills Scale for Preschool Children" and qualitative data were collected with the "Video Recording Technique". The demographic characteristics of the students were determined with the "Student Identification Form". In the analysis of quantitative data, the results of ANOVA for single-group repeated measures were examined. The source of the difference between the variables was examined with the Bonferonni Test and the effect size was calculated and the effect strength was found. The constant comparative method was used in the analysis of qualitative data. According to the results of the research, it was determined that the given rhythm-supported education practices had a positive effect on the development of the students' listening skills. It has been determined that the social and cognitive skills of preschool hearing-impaired students increase depending on the education given, that this increase continues to have a permanent effect after the education, and that the activities performed are an effective method that can be used in the education of hearing-impaired individuals by adapting rhythmic movements. Therefore, it is recommended that families be made aware of and that teachers with hearing impaired students be given in-service training so that hearing impaired children can be included in education at an early age.