Pub Date : 2023-10-18DOI: 10.21565/ozelegitimdergisi.1150882
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
{"title":"Examining the Relationship between Self-Efficacy and Cognitive Flexibility of Physical Education and Sports Teachers towards Inclusive Education","authors":"Erdem KARTAL, Salim İbrahim ONBAŞI, Ekrem Levent İLHAN","doi":"10.21565/ozelegitimdergisi.1150882","DOIUrl":"https://doi.org/10.21565/ozelegitimdergisi.1150882","url":null,"abstract":"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 &lt; .05) ve bilişsel esnekliğin ÖGBEYÖ’yi açıklamada anlamlı yordayıcı güce sahip olduğu tespit edilmiştir (p &lt; .05). Bunun yanı sıra, katılımcıların ÖGBEYÖ ve bilişsel esneklik puanlarında ders alma durumlarına göre istatistiksel olarak anlamlı farklılık tespit edilmese de (p &gt; .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","PeriodicalId":42594,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi-Ankara University Faculty of Educational Sciences Journal of Special Education","volume":"209 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135943883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-18DOI: 10.21565/ozelegitimdergisi.1142885
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.
{"title":"Perceptions of Science Teachers towards Some Concepts Related to Inclusive Education: Metaphor Study","authors":"Nazlı GÜN, Seraceddin Levent ZORLUOĞLU","doi":"10.21565/ozelegitimdergisi.1142885","DOIUrl":"https://doi.org/10.21565/ozelegitimdergisi.1142885","url":null,"abstract":"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.","PeriodicalId":42594,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi-Ankara University Faculty of Educational Sciences Journal of Special Education","volume":"867 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135943605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-18DOI: 10.21565/ozelegitimdergisi.1146305
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.
{"title":"Otizmli Bireylere Yönelik Özel Eğitim Yapılarında İç Mekân Tasarım Yaklaşımlarının İncelenmesi","authors":"Zeynep YANILMAZ","doi":"10.21565/ozelegitimdergisi.1146305","DOIUrl":"https://doi.org/10.21565/ozelegitimdergisi.1146305","url":null,"abstract":"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.","PeriodicalId":42594,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi-Ankara University Faculty of Educational Sciences Journal of Special Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135943604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.21565/ozelegitimdergisi.1195044
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.
{"title":"Özel Yetenekli Öğrencilerin Psikolojik Sağlamlık, Öz-Yeterlik ve Algılanan Sosyal Destek Düzeylerinin İncelenmesi","authors":"Özge YILDIRIM, Ayşegül KILIÇASLAN ÇELİKKOL","doi":"10.21565/ozelegitimdergisi.1195044","DOIUrl":"https://doi.org/10.21565/ozelegitimdergisi.1195044","url":null,"abstract":"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.","PeriodicalId":42594,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi-Ankara University Faculty of Educational Sciences Journal of Special Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136183054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-27DOI: 10.21565/ozelegitimdergisi.1173890
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.
{"title":"Views of Mothers with Children with Special Needs on Complementary and Alternative Medicine Methods","authors":"Sibel AYDIN, Oğuz EMRE","doi":"10.21565/ozelegitimdergisi.1173890","DOIUrl":"https://doi.org/10.21565/ozelegitimdergisi.1173890","url":null,"abstract":"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.","PeriodicalId":42594,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi-Ankara University Faculty of Educational Sciences Journal of Special Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135587212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-27DOI: 10.21565/ozelegitimdergisi.1153895
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.
{"title":"İşitme Engelli Öğrencilerle Çalışan Öğretmenlerin Mesleki Yeterliliklerine Yönelik Görüşlerinin Değerlendirilmesi","authors":"Özlem ASLAN BAĞCI, Hakan SARI","doi":"10.21565/ozelegitimdergisi.1153895","DOIUrl":"https://doi.org/10.21565/ozelegitimdergisi.1153895","url":null,"abstract":"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.","PeriodicalId":42594,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi-Ankara University Faculty of Educational Sciences Journal of Special Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135586718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-27DOI: 10.21565/ozelegitimdergisi.1117630
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.
{"title":"Homojen Gruplamanın Özel Yetenekli Öğrenciler Üzerindeki Etkileri: Bir Sistematik Literatür Taraması","authors":"Kadir ÇALIŞKAN, Sema TAN","doi":"10.21565/ozelegitimdergisi.1117630","DOIUrl":"https://doi.org/10.21565/ozelegitimdergisi.1117630","url":null,"abstract":"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.","PeriodicalId":42594,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi-Ankara University Faculty of Educational Sciences Journal of Special Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135587675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-10DOI: 10.21565/ozelegitimdergisi.1078468
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.
{"title":"An Investigation on the Opinions of Class and Guidance Teachers About the Challenges in Mainstream Education","authors":"Elvan BARAN KARALAR, Atlas BOGENÇ, Tevhide KARGIN","doi":"10.21565/ozelegitimdergisi.1078468","DOIUrl":"https://doi.org/10.21565/ozelegitimdergisi.1078468","url":null,"abstract":"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.","PeriodicalId":42594,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi-Ankara University Faculty of Educational Sciences Journal of Special Education","volume":"311 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136072595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-10DOI: 10.21565/ozelegitimdergisi.1073974
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.
{"title":"Teaching Sexual Abuse Prevention Skills to Individuals with Intellectual Disabilities","authors":"Meryem UÇAR RASMUSSEN, İlknur ÇİFCİ TEKİNARSLAN","doi":"10.21565/ozelegitimdergisi.1073974","DOIUrl":"https://doi.org/10.21565/ozelegitimdergisi.1073974","url":null,"abstract":"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.","PeriodicalId":42594,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi-Ankara University Faculty of Educational Sciences Journal of Special Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136073065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-20DOI: 10.21565/ozelegitimdergisi.1099297
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.
{"title":"Otizmli ve Tipik Gelişen Çocuklarda Zihin Kuramı ve Pragmatik Dil Becerilerinin Karşılaştırılması","authors":"Gamze ÜNÖZKAN AKSU, Mehmet Emrah CANGİ","doi":"10.21565/ozelegitimdergisi.1099297","DOIUrl":"https://doi.org/10.21565/ozelegitimdergisi.1099297","url":null,"abstract":"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.","PeriodicalId":42594,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi-Ankara University Faculty of Educational Sciences Journal of Special Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135936918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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