Students Using Cochlear Implants in Inclusive Environment: The Process of Editing and Revising Written Products

Kubra Ozmen; H Pelin Karasu; Elif Akay

Vol. 17 No. 4 (2025) IEJEE

Students Using Cochlear Implants in Inclusive Environment: The Process of Editing and Revising Written Products

Kubra Ozmen
H Pelin Karasu
Elif Akay

Published July 18, 2025 | Pages: 467-478 | Views: 0

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Abstract

Written expression encompasses putting events, emotions, and thoughts on paper with the written symbols of a language in compliance with its rules. Editing and revising processes play a significant role in this process. They help improve the quality of the written products and allow independent self-revision through review by the students themselves. This study aims to examine the editing and revising processes of the written products by students with cochlear implant in an inclusive environment. This case study was conducted with two secondary school students with cochlear implant. Research data was collected through observations, interviews, validity and reliability committee meetings, process products, documents, materials used in the preliminary stages, written expression skills assessment forms, and writing revising taxonomy. At the end of the study, it was observed that the students required assistance with sound/syllable/affix and word-level insertions and reordering at the suffix and sentence levels as well as auditory and visual aids in the revising process. Based on the research findings, it is possible to claim that participants with cochlear implant have benefited from the editing and revising processes of written products and that the experience acquired in the process has helped improve the quality of their written products.

<p>Written expression encompasses putting events, emotions, and thoughts on paper with the written symbols of a language in compliance with its rules. Editing and revising processes play a significant role in this process. They help improve the quality of the written products and allow independent self-revision through review by the students themselves. This study aims to examine the editing and revising processes of the written products by students with cochlear implant in an inclusive environment. This case study was conducted with two secondary school students with cochlear implant. Research data was collected through observations, interviews, validity and reliability committee meetings, process products, documents, materials used in the preliminary stages, written expression skills assessment forms, and writing revising taxonomy. At the end of the study, it was observed that the students required assistance with sound/syllable/affix and word-level insertions and reordering at the suffix and sentence levels as well as auditory and visual aids in the revising process. Based on the research findings, it is possible to claim that participants with cochlear implant have benefited from the editing and revising processes of written products and that the experience acquired in the process has helped improve the quality of their written products.</p>

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Keywords

Cochlear implant, Editing and revising process, Inclusive environment, Student with hearing loss, Writing process

Affiliations

Kubra Ozmen

Ministery of National Education

H Pelin Karasu

Anadolu University

Elif Akay

Anadolu University

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How to Cite

Kubra Ozmen, Karasu, H. P., & Elif Akay. (2025). Students Using Cochlear Implants in Inclusive Environment: The Process of Editing and Revising Written Products. International Electronic Journal of Elementary Education, 17(4), 467–478. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/2467