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Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi-Ankara University Faculty of Educational Sciences Journal of Special Education最新文献

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Examining the Relationship between Self-Efficacy and Cognitive Flexibility of Physical Education and Sports Teachers towards Inclusive Education 体育教师自我效能感与全纳教育认知灵活性的关系研究
Erdem KARTAL, Salim İbrahim ONBAŞI, Ekrem Levent İLHAN
Giriş: Bilişsel esneklik değişimlere hızlı ve esnek bir şekilde adapte olabilmeyi içerirken, öz yeterlik kişinin yeteneklerine ve yeterliklerine duyduğu güven olarak açıklanmaktadır. Kapsayıcı eğitim ise tüm öğrencilerin her türlü eğitim olanaklarına erişiminin sağlandığı fikrine dayanmaktadır. Bu bağlamda araştırmanın amacı, beden eğitimi ve spor öğretmenlerinin kapsayıcı eğitime yönelik öz yeterlikleri ile bilişsel esneklikleri arasındaki ilişkinin incelenmesidir Yöntem: Araştırmanın evrenini Sakarya ili devlet okullarında görev yapmakta olan beden eğitimi ve spor öğretmenleri oluşturmaktadır. İlişkisel tarama yöntemi ile tasarlanan araştırmaya, kolayda örnekleme yoluyla seçilen 120 erkek (%76.4) ve 37 kadın (%23.7) olmak üzere toplam 157 (yaş = 40.83 ± 8.07) öğretmen katılmıştır. Veri toplama aracı olarak, “Öğretmenlerin Özel Gereksinimli Bireylerin Eğitimine Yönelik Öz Yeterlik Ölçeği”, “Bilişsel Esneklik Envanteri’’ ve araştırmacılar tarafından geliştirilen “Kişisel Bilgi Formu’’ kullanılmıştır Bulgular: Öğretmenlerin bilişsel esneklik düzeyleri ile özel gereksinimli bireylerin eğitimine yönelik öz yeterlikleri (ÖGBEYÖ) arasında pozitif yönde orta düzeyde anlamlı bir ilişki olduğu (p < .05) ve bilişsel esnekliğin ÖGBEYÖ’yi açıklamada anlamlı yordayıcı güce sahip olduğu tespit edilmiştir (p < .05). Bunun yanı sıra, katılımcıların ÖGBEYÖ ve bilişsel esneklik puanlarında ders alma durumlarına göre istatistiksel olarak anlamlı farklılık tespit edilmese de (p > .05) ortalama puanlarının yüksek olduğu belirlenmiştir Tartışma: Öğretmenlerde bilişsel esneklik arttıkça özel gereksinimli bireylere yönelik öz yeterliklerinin de arttığı başka bir ifade ile farklı ortamlara uyum sağlayabilen, pratik düşünme becerisi geliştiren öğretmenlerin öz yeterliklerinin bu özeliklerden olumlu yönde etkilendiği, kapsayıcı eğitime yönelik ders alanların ise öz yeterlik düzeylerinin nispeten yüksek olduğu söylenebilir
引言认知灵活性包括快速灵活地适应变化的能力,而自我效能则被解释为对自身能力和才干的信心。全纳教育的理念是让所有学生都能获得各种教育机会。在此背景下,本研究旨在探讨体育教师对全纳教育的自我效能感与其认知灵活性方法之间的关系:研究对象包括在萨卡里亚省公立学校工作的体育教师。共有 157 名教师(年龄 = 40.83 ± 8.07 岁)参加了本研究,其中男性 120 名(占 76.4%),女性 37 名(占 23.7%),研究采用方便抽样法,设计了关系调查法。研究人员使用自己编制的 "教师对有特殊需要者教育的自我效能感量表"、"认知灵活性量表 "和 "个人信息表 "作为数据收集工具:结果表明,教师的认知灵活性水平与他们对特殊需要个体教育的自我效能感(SGBEM)之间存在中度显著的正相关关系(p &;lt;0.05),认知灵活性对解释 SGBEM 有显著的预测能力(p &;lt;0.05)。此外,虽然被试在 SCBSAS 和认知灵活性方面的得分在统计学上没有显著差异(p &p;gt;.05),但可以确定他们的平均得分较高:可以说,随着教师认知灵活性的提高,他们对有特殊需要的个体的自我效能感也随之提高,换句话说,能够适应不同环境和发展实践思维能力的教师的自我效能感会受到这些特征的积极影响,而选修全纳教育课程的教师的自我效能感水平相对较高。
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引用次数: 0
Perceptions of Science Teachers towards Some Concepts Related to Inclusive Education: Metaphor Study 科学教师对全纳教育相关概念的认知:隐喻研究
Nazlı GÜN, Seraceddin Levent ZORLUOĞLU
Introduction: This study was conducted to determine the science teachers' perceptions towards the concepts of inclusive education, inclusive students, and individualized education programs (IEP) related to inclusive education. Method: 234 science teachers participated in the study, which was carried out in the phenomenological design. The metaphorical form developed by the researchers was used to collect the data within the scope of the research, and the obtained data were analyzed by the content analysis method. Findings: In the study, "integrative", "practice competence", "negative connotation", "fulfillment of needs", "difference", "supporting effect", "process" and "other" categories were created for the concept of inclusive education; "externally dependent", "promising", "positive connotation", "negative connotation" and "other" categories for the concept of inclusion student; and "supporting effect", "content", "formality" and "fulfillment of needs" categories for the concept of IEP. Discussion: The metaphors created by the teachers for the concept of inclusive education were mostly collected under the "integrative" category; the metaphors created for the inclusive student mostly under the "external dependent" category, and the metaphors created for the concept of IEP mostly under the "supporting effect" category. It has been concluded that inclusive education generally provides integration and is perceived positively by teachers, inclusive students are perceived as needy and demanding more as externally dependent individuals, and IEP has a guiding perception by providing overall support to both teachers and students in the education and training process.
前言:本研究旨在了解科学教师对全纳教育、全纳学生以及与全纳教育相关的个性化教育计划(IEP)的认知。方法:采用现象学设计对234名科学教师进行调查。使用研究者开发的隐喻形式来收集研究范围内的数据,并使用内容分析法对所获得的数据进行分析。研究发现:本研究为全纳教育概念创造了“整合”、“实践能力”、“负面内涵”、“需求满足”、“差异”、“支持效果”、“过程”和“其他”类别;“外依型”、“有前途型”、“积极内涵型”、“消极内涵型”和“其他”类别为融合学生的概念;IEP的概念分为“支持效果”、“内容”、“形式”和“需求实现”四个类别。讨论:教师对全纳教育概念的隐喻多收集在“整合”范畴下;为包容性学生创造的隐喻多属于“外部依赖”范畴,为IEP概念创造的隐喻多属于“支持效应”范畴。研究发现,全纳教育通常提供融合,被教师认为是积极的,全纳学生被认为是有需要的,要求更多的外部依赖个体,而IEP通过在教育和培训过程中为教师和学生提供全面支持而具有指导性的感知。
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引用次数: 0
Otizmli Bireylere Yönelik Özel Eğitim Yapılarında İç Mekân Tasarım Yaklaşımlarının İncelenmesi 自闭症患者特殊教育建筑室内设计方法调查
Zeynep YANILMAZ
Introduction: Special education building allow each child to be educated within the framework of the principle of equal opportunity. This study aims to examine the interior design approaches applied in education schools for autism and to provide an overview of the special education buildings to be built in Türkiye. Method: The study has been designed with a qualitative research method and a document review has been conducted to determine the sample group. The sample group consists of five special education schools located abroad, where the most comprehensive information was accessed in terms of spatial characteristics such as plans, sections, interior visuals, etc. The interior design approaches of these schools have been examined in terms of 8 parameters, namely spatial organization, circulation areas, lighting, acoustics, color, material, equipment/reinforcement and security. Findings: All of the schools determined as the sample group have been arranged in a campus and as a single or two storey. The most important emphasis in schools is on gradual smooth transitions between spaces, with different sensory levels (low, medium, high). In addition, in these schools, individual learning areas have been created as well as arrangements that allow group work in terms of the changing sensory needs of students. Discussion: As a result of the examination of the sample group, it has been determined that especially the space organization, lighting, color, material and acoustic design are extremely important in schools for autistic people. Specially designed schools also support the healthy development of students with autism.
简介:特殊教育建筑允许每个孩子在机会均等原则的框架内接受教育。本研究旨在探讨应用于自闭症教育学校的室内设计方法,并提供在 rkiye建造的特殊教育建筑的概述。方法:本研究采用定性研究方法设计,并通过文献查阅确定样本组。样本组由五所位于国外的特殊教育学校组成,在空间特征方面,如平面图、剖面图、室内视觉效果等,获得了最全面的信息。这些学校的室内设计方法在8个参数方面进行了检查,即空间组织,流通区域,照明,声学,颜色,材料,设备/加固和安全性。调查结果:所有被确定为样本组的学校都被安排在一个校园内,并作为单层或二层。学校最重要的重点是空间之间的逐渐平滑过渡,具有不同的感官水平(低、中、高)。此外,在这些学校中,还创建了个人学习区域,并安排允许根据学生不断变化的感官需求进行小组工作。讨论:通过对样本组的考察,确定在自闭症儿童学校中,尤其是空间组织、灯光、色彩、材料和声学设计是极其重要的。特别设计的学校也支持自闭症学生的健康发展。
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引用次数: 0
Özel Yetenekli Öğrencilerin Psikolojik Sağlamlık, Öz-Yeterlik ve Algılanan Sosyal Destek Düzeylerinin İncelenmesi 资优学生心理复原力、自我效能感和感知社会支持水平调查
Özge YILDIRIM, Ayşegül KILIÇASLAN ÇELİKKOL
Introduction: This research aimed to analyze the levels of psychological resilience in terms of different variables, self-efficacy, and perceived social support among gifted students, investigate the relationships between these variables, and examine the predictive power of self-efficacy and perceived social support on psychological resilience. Method: The study involved 232 gifted middle school students from six different Science and Art Centers in Turkey. Participants completed the Demographic Information Form, Child and Adolescence Resilience Scale, Self-Efficacy Scale for Children, and Social Support Evaluation Scale for Children and Adolescents. Findings: The findings revealed significant differences in psychological resilience scores based on gender, grade, and participation in social/sportive activities. Positive relationships were observed among psychological resilience, emotional self-efficacy, academic self-efficacy, social self-efficacy, total self-efficacy, perceived social support from family, peers, and teachers, and total perceived social support. Self-efficacy and perceived social support were identified as significant predictors of psychological resilience in gifted students. Discussion: Enhancing the levels of self-efficacy and perceived social support, as well as promoting participation in social/sportive activities, can contribute to the psychological resilience of gifted students. There is a positive relationship between self-efficacy, perceived social support, and psychological resilience in gifted students. As the levels of self-efficacy and perceived social support increase, the psychological resilience of gifted students also increases.
前言:本研究旨在分析资优学生心理弹性的不同变量、自我效能感和感知社会支持的水平,探讨这些变量之间的关系,并检验自我效能感和感知社会支持对心理弹性的预测能力。方法:对土耳其6个不同的科学和艺术中心的232名资优中学生进行研究。被试完成人口统计信息表、儿童青少年心理弹性量表、儿童自我效能感量表和儿童青少年社会支持评价量表。研究发现:心理弹性得分在性别、年级和社会/体育活动参与方面存在显著差异。心理弹性、情绪自我效能感、学业自我效能感、社会自我效能感、总自我效能感、家庭、同伴、教师社会支持感和总社会支持感呈显著正相关。自我效能感和感知社会支持是资优学生心理弹性的显著预测因子。讨论:提高资优学生的自我效能感和感知社会支持水平,以及促进社会/体育活动的参与,有助于资优学生的心理弹性。资优学生自我效能感、感知社会支持与心理弹性之间存在正相关。资优学生的心理弹性随着自我效能感和感知社会支持水平的提高而提高。
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引用次数: 0
Views of Mothers with Children with Special Needs on Complementary and Alternative Medicine Methods 有特殊需要儿童的母亲对补充和替代医学方法的看法
Sibel AYDIN, Oğuz EMRE
Introduction: This study aimed to reveal the views of mothers of children with special needs on complementary and alternative medicine methods. Method: This study utilized the phenomenological design, a qualitative research technique. Participants in this study were selected using the criterion sampling method, a purposive sampling technique. Data collected through semi-structured interview questions prepared by the researcher were analyzed using the content analysis method. Findings: Codes were generated based on the answers of the participants to each research question, and 14 themes encompassing these codes were identified. These themes and codes were examined under the titles of the views of the participants on complementary and alternative medicine methods, information about the methods practiced according to the special need type and the underlying reasons, characteristics perceived as beneficial and harmful in these methods, and factors that motivate participants to use these methods. Nearly all participants were observed to apply these methods. It was reported they resorted to these methods for the child's disability type or for illnesses that develop alongside the disability due to the solution-seeking idea and receiving guidance from various sources, and found practices beneficial. Discussion: In children with special needs, complementary and alternative medicine methods are observed to vary based on types of disabilities and regional differences, and usage of these methods has been gradually increasing recently. Considering their potentially serious consequences for children, it is essential to establish a legal and evidence-based implementation procedure for these methods.
本研究旨在揭示有特殊需要儿童的母亲对补充和替代医学方法的看法。方法:本研究采用现象学设计的定性研究方法。本研究的参与者采用标准抽样方法,一种有目的的抽样技术。通过研究者准备的半结构化访谈问题收集到的数据,采用内容分析法进行分析。研究结果:根据参与者对每个研究问题的回答生成代码,并确定了包含这些代码的14个主题。这些主题和准则在以下标题下进行了审查:参与者对补充和替代医学方法的看法,根据特殊需要类型和潜在原因所采用的方法的信息,这些方法中被认为有益和有害的特征,以及激励参与者使用这些方法的因素。几乎所有的参与者都应用了这些方法。据报道,由于寻求解决方案的想法和接受各种来源的指导,他们对孩子的残疾类型或与残疾一起发展的疾病采取了这些方法,并发现这些做法是有益的。讨论:在有特殊需要的儿童中,根据残疾类型和地区差异,观察到补充和替代医学方法有所不同,最近这些方法的使用逐渐增加。考虑到这些方法对儿童可能造成的严重后果,必须为这些方法建立一个合法的、以证据为基础的实施程序。
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引用次数: 0
İşitme Engelli Öğrencilerle Çalışan Öğretmenlerin Mesleki Yeterliliklerine Yönelik Görüşlerinin Değerlendirilmesi 评估从事听障学生工作的教师对其专业能力的看法
Özlem ASLAN BAĞCI, Hakan SARI
Introduction: Special education policy is based upon integration in Türkiye. Hence, the professional competencies of teachers working with hearing-impaired students in the field of hearing impairments have a prominent role in this policy. This study aims to identify the teacher needs for the teacher competency training program in hearing impairments to be developed for teachers of hearing-impaired students. Method: Qualitative research design was adopted in this study, and the data were collected by semi-structured interview on the professional knowledge and skills teachers need while teaching hearing-impaired students at different levels (primary, secondary, and high school) in the central districts of Sakarya. The data were analyzed by content analysis. Findings: Through the data, the main themes of knowledge about the hearing impaired, communication models and hearing aids, teaching methods and techniques, and academic and professional skills were unfolded. Discussion: In the literature, there are many studies that reveal the necessity and importance of needs analysis in studies to determine and develop teacher competencies and research results that are consistent with the findings of this study. Conclusion and Suggestions: As a result of this research, what teachers with hearing-impaired students state about the education of hearing impaired are as follows: Definitions, classification and developmental characteristics of hearing-impaired children, diagnosis and evaluation processes, educational approaches and program adaptation, individualized education program (IEP) development and implementation, material preparation and educational environments using technology, communication models, hearing aids and assistive technologies, environment adaptation and effective classroom management. In addition, it was found that teachers neither have sufficient knowledge about family education nor find themselves sufficient in issues regarding hearing-impaired students, so they wanted to receive training. Based on the study results, suggestions, such as supporting teachers with pre-service and in-service training and providing them with expert support, were made.
导言:特殊教育政策是以融合为基础的。因此,与听障学生一起工作的教师在听障领域的专业能力在这一政策中具有突出的作用。本研究旨在探讨针对听障学生教师的听障教师胜任力训练计划所需要的教师需求。方法:本研究采用质性研究设计,采用半结构化访谈法收集萨卡雅中心地区不同层次(小学、初中、高中)听障学生教师在教学过程中所需要的专业知识和技能。采用内容分析法对数据进行分析。结果:通过数据,揭示了听力障碍知识、沟通模式和助听器、教学方法和技巧、学术和专业技能的主要主题。讨论:在文献中,有许多研究揭示了研究中需求分析对确定和发展教师能力的必要性和重要性,研究结果与本研究的发现一致。结论与建议:根据本研究的结果,有听障学生的教师对听障教育的看法如下:听力障碍儿童的定义、分类和发展特征、诊断和评估过程、教育方法和方案适应、个性化教育方案(IEP)的开发和实施、材料准备和使用技术的教育环境、交流模式、助听器和辅助技术、环境适应和有效的课堂管理。此外,我们发现教师对家庭教育的了解不够,对听障学生的问题也不够了解,所以他们想要接受培训。根据研究结果,提出了支持教师职前和在职培训、为教师提供专家支持等建议。
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引用次数: 0
Homojen Gruplamanın Özel Yetenekli Öğrenciler Üzerindeki Etkileri: Bir Sistematik Literatür Taraması 同质分组对资优学生的影响:系统文献综述
Kadir ÇALIŞKAN, Sema TAN
Introduction: Homogeneous grouping strategies are among the basic interventions for gifted education. Although the academic advantages of these interventions have been frequently documented, concerns about their possible psycho-social negative effects can sometimes lead to cautious approaches to their implementation. In this regard, the main objective of the present study was determined as examining the relationship between homogeneous grouping strategies and the academic and psycho-social characteristics of gifted students. Method: The current study is a systematic literature review. Empirical resources investigating the effects of grouping strategies implemented in the formal education processes of gifted students were included in the study. Either gifted students of compulsory education age (primary, secondary, and high school) or gifted individuals whose experiences at compulsory education age were focused on were the participants of the included studies. Eighteen studies identified in line with the inclusion criteria were included in the systematic literature review. The effects of homogeneous grouping were examined under the themes of academic effects and psycho-social effects. Findings: The findings of the systematic literature review demonstrate that implementing homogeneous grouping strategies in gifted education has academically positive but psycho-socially complex (positive and/or negative or neutral) effects. Discussion: The fact that educational arrangements for characteristics that differentiate gifted students from their peers are associated with positive academic outcomes is consistent with the relevant literature. The psycho-social effects of the homogeneous grouping of gifted students are usually related to self-concept, and most of the research findings included are consistent with the big fish-little pond effect.
同质分组策略是资优教育的基本干预措施之一。虽然这些干预措施在学术上的优势经常被记录下来,但对其可能产生的心理-社会负面影响的担忧有时会导致对其实施采取谨慎的态度。在这方面,本研究的主要目的被确定为检验同质分组策略与资优学生学业和心理社会特征之间的关系。方法:本研究采用系统文献复习法。本研究包含了调查资优学生在正规教育过程中实施分组策略效果的实证资源。被纳入研究的参与者要么是义务教育年龄段(小学、中学和高中)的资优学生,要么是被关注于义务教育年龄段的资优个体。系统文献综述纳入了18项符合纳入标准的研究。在学术效应和心理社会效应两个主题下考察同质分组的效应。结果:系统文献综述的结果表明,在资优教育中实施同质分组策略在学术上具有积极作用,但在心理社会上具有复杂的效应(积极和/或消极或中性)。讨论:将资优学生与同龄人区分开来的特征的教育安排与积极的学术成果相关联,这一事实与相关文献一致。资优学生同质分组的心理社会效应通常与自我概念有关,大多数研究结果与大鱼小塘效应一致。
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引用次数: 0
An Investigation on the Opinions of Class and Guidance Teachers About the Challenges in Mainstream Education 班主任对主流教育挑战的看法调查
Elvan BARAN KARALAR, Atlas BOGENÇ, Tevhide KARGIN
Introduction: One of the most important factors in mainstreaming practices is the teacher. The role of the created class and psychological guidance, such as ensuring social cohesion between students with special educational needs and their peers, and the active inclusion of families throughout their life, cannot be denied. It is expected that the opinions and expectations regarding the inclusion difficulties and experiences of the classroom and guidance teachers working in primary schools in the province of Istanbul are reached. Method: In the study in which the case study model, which is one of the qualitative research methods, was used; semi-structured interviews were conducted with seven classroom teachers who have inclusion students in their classroom and six psychological counselor/guidance teachers who have inclusion students in their school. By applying content analysis to the data obtained from the interviews, the main themes and sub-themes were formed and the findings were reached. Findings: Research findings show that classroom teachers prepare the individualized education program (IEP) with the help of the guidance teacher. The school administration does not have enough information about the inclusion practice because the classrooms are crowded. Thus the teachers have difficulty in gaining academic skills, as well as finding and adapting appropriate materials for mainstreaming students. Counselors, on the other hand, state that the IEP development unit remains on paper, that all responsibilities related to IEP are assigned to them, and that the school administration does not cooperate on inclusion. In addition, both classroom teachers and guidance teachers stated that the communication and cooperation they established with the institutions where the student received support education was one-sided and they did not receive any feedback regarding the student. The fact that families do not accept their children's inadequacy, and do not have enough information about inclusion, is another finding that makes cooperation difficult for classroom and guidance teachers. Discussion: The findings obtained from the research revealed the necessity of the classroom and guidance teachers to be in cooperation with the school, family and stakeholders who provide support education to the students in the inclusive practice. This cooperation will enable the student's educational process to improve their learning better. It is recommended to conduct experimental studies based on school-family cooperation in similar studies.
在主流化实践中最重要的因素之一是教师。创建班级和心理指导的作用,例如确保有特殊教育需要的学生与其同龄人之间的社会凝聚力,以及家庭在其一生中的积极包容,是不可否认的。预期将就伊斯坦布尔省小学课堂教师和指导教师的融入困难和经验达成意见和期望。方法:本研究采用定性研究方法之一的案例研究模式;采用半结构式访谈法对7名有包容学生的任课教师和6名有包容学生的心理咨询师/指导教师进行访谈。通过对访谈数据进行内容分析,形成主题和次主题,得出研究结果。研究发现:课堂教师在指导教师的帮助下制定个性化教育计划(IEP)。由于教室拥挤,学校管理部门对包容性实践没有足够的信息。因此,教师很难获得学术技能,也很难为主流学生找到和改编合适的材料。另一方面,辅导员则表示,IEP发展单位仍停留在纸面上,与IEP相关的所有责任都分配给了他们,学校行政部门在包容性方面并不合作。此外,任课教师和辅导教师都表示,他们与学生接受支持教育的机构建立的沟通与合作是片面的,他们没有收到任何关于学生的反馈。事实上,家庭不接受孩子的不足,并且没有足够的关于包容的信息,这是另一个使课堂教师和指导教师难以合作的发现。讨论:研究结果揭示了课堂和指导教师在全纳实践中与学校、家庭和利益相关者合作的必要性,这些利益相关者为学生提供支持教育。这种合作将使学生的教育过程更好地提高他们的学习。在类似的研究中,建议进行基于校家合作的实验研究。
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引用次数: 0
Teaching Sexual Abuse Prevention Skills to Individuals with Intellectual Disabilities 教智障人士预防性侵犯技巧
Meryem UÇAR RASMUSSEN, İlknur ÇİFCİ TEKİNARSLAN
Introduction: When individuals are not aware of the nature and scope of behaviors related to sexual abuse, they may face the risk of abuse. Individuals with intellectual disabilities may also experience abuse, just like other individuals. Raising awareness through education is the most important measure to prevent sexual abuse. The skills individuals use to prevent sexual abuse are very important and functional especially for individuals with special needs so that they can spend their lives independently and safely. Method: This study aimed to examine the effectiveness of the curriculum developed in line with the cognitive process approach in helping people with intellectual disabilities to acquire the skill of sexual abuse prevention. The study was designed with the multiple probe model across participants, one of the single-subject research methods, and baseline, instruction, probe, and generalization phases were used. Three 12–14-year-old female students with intellectual disability were included in the study. An instructional program based on the social decoding, social decision making/deciding, social performance, and social evaluation stages of the cognitive process approach was prepared to teach the target skill to the participants. The program made use of stories about sexual abuse situations and how to avoid these situations, as well as pictures depicting these stories. Participants were taught three prevention skills to avoid sexual abuse: "saying no", "getting out of the environment", and "telling what occurred to someone they trusted”. Findings: At the end of the study, it was concluded that the developed instructional program was effective in helping three female students in acquiring the sexual abuse prevention skills. This effect can be explained both by the increase in the data collected during the teaching process and by the fact that the probe data collected at the end of the instruction were higher than the probe data collected before the instruction. Discussion: The findings obtained from the research were discussed in the light of the studies in the literature and suggestions were made for further studies.
导言:当个体不了解与性虐待有关的行为的性质和范围时,他们可能面临被虐待的风险。智障人士也可能像其他人一样遭受虐待。通过教育提高意识是防止性虐待最重要的措施。个人用来防止性虐待的技能是非常重要和有效的,特别是对有特殊需要的人来说,这样他们就可以独立安全地度过他们的生活。方法:本研究旨在检验认知过程方法所开发的课程在帮助智障人士获得预防性侵犯技能方面的有效性。本研究采用跨被试多探针模型,采用单被试研究方法之一,采用基线、指导、探针和推广四个阶段。研究对象为3名12 - 14岁的智力障碍女学生。根据认知过程方法的社会解码、社会决策/决策、社会表现和社会评价四个阶段编制教学计划,对被试进行目标技能的教学。该计划利用了有关性虐待情况和如何避免这些情况的故事,以及描述这些故事的图片。参与者学习了三种预防技巧来避免性虐待:“说不”、“离开环境”和“告诉他们信任的人发生了什么”。结果:在研究的最后,我们发现所开发的教学计划能有效地帮助三名女学生获得预防性侵的技巧。这种效果既可以通过教学过程中收集的数据增加来解释,也可以通过教学结束时收集的探针数据高于教学前收集的探针数据来解释。讨论:结合文献研究对研究结果进行讨论,并对进一步研究提出建议。
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引用次数: 0
Otizmli ve Tipik Gelişen Çocuklarda Zihin Kuramı ve Pragmatik Dil Becerilerinin Karşılaştırılması 比较自闭症儿童和发育正常儿童的思维理论和实用语言技能
Gamze ÜNÖZKAN AKSU, Mehmet Emrah CANGİ
Introduction: An outstanding research question is whether the interaction between theory of mind (ToM) and pragmatic language skills differs in Autism Spectrum Disorder (ASD) and typical development. This study investigated the relationship between ToM and pragmatics in individuals with ASD and children with typical development (CTD) and between these skills and Test of Language Development (TOLD-TR) scores which were determined as a participant criterion. Method: Sixteen individuals with ASD with TOLD-TR test equivalent age 7;0-8;11 and 46 CTD aged 6;0-8;11 were included. Child Form of Reading the Mind in the Eyes Test (RMET), Strange Stories Test, and Pragmatic Language Skills Inventory (PLSI) were used. Findings: PLSI and RMET scores as well as PLSI and Strange Stories scores did not significantly correlate in the ASD group. Nevertheless, in CTD, there were many weak-to-moderate level significant relationships between Strange Stories and PLSI subtest scores. In both groups, there were significant relationships between all TOLD-TR subtest scores and Strange Stories scores, except for TOLD-TR Syntactic Understanding in the ASD group. Numerous weak-to-strong correlations between TOLD-TR and PLSI scores as well as between TOLD-TR and ToM scores were found in the CTD group. In the ASD group, however, moderate-to-strong relationships between Strange Stories and the TODIL composite, between Sentence Comprehension and Morpheme Completion, and between RMET and Morpheme Completion. Discussion: It emerged that groups could have different patterns of interaction between these variables. The lack of correlation between ToM and pragmatics in ASD may be explained by the relatively small sample size and the fact that the norm group of the PLSI was largely composed of CTD. Additionally, the importance of sentence and syntax comprehension in ToM was revealed.
在自闭症谱系障碍(ASD)和典型发展中,心理理论(ToM)和语用技能之间的相互作用是否存在差异是一个突出的研究问题。本研究探讨了ASD个体和典型发展儿童(CTD)的ToM和语用学之间的关系,以及这些技能与作为参与者标准的语言发展测试(TOLD-TR)分数之间的关系。方法:选取年龄为7岁、0岁、8岁、11岁的自闭症患者16例,年龄为6岁、0岁、8岁、11岁的自闭症患者46例。采用儿童眼读心术测验(RMET)、奇异故事测验和语用语言技能量表(PLSI)。结果:在ASD组中,PLSI和RMET评分以及PLSI和奇怪故事评分没有显著相关。然而,在CTD中,奇怪故事和PLSI子测试得分之间存在许多弱至中等水平的显著关系。在两组中,除了ASD组的TOLD-TR句法理解外,所有TOLD-TR子测试得分与奇怪故事得分之间存在显著关系。在CTD组中,发现TOLD-TR和PLSI评分之间以及TOLD-TR和ToM评分之间存在许多弱到强的相关性。然而,在ASD组中,奇怪故事与TODIL复合、句子理解与语素补全、RMET与语素补全之间存在中等到强的关系。讨论:在这些变量之间,小组可能有不同的互动模式。在ASD中,ToM与语用学之间缺乏相关性可能是由于样本量相对较小,而且PLSI的规范组主要由CTD组成。此外,本文还揭示了句子理解和句法理解在ToM教学中的重要性。
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Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi-Ankara University Faculty of Educational Sciences Journal of Special Education
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