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Individuals with Moderate and Severe Intellectual Disabilities and Their Access to Education

Yıl 2019, Cilt: 9 Sayı: 2, 929 - 953, 01.07.2019
https://doi.org/10.18039/ajesi.578185

Öz

The aim of this
article is to describe the characteristics of individuals with moderate and
severe intellectual disabilities, to determine the needs of individuals based
on these characteristics, to provide access to education and to make
recommendations about what needs to be done in normalization process.
Individuals with moderate and severe intellectual disabilities need more
support than individuals with mild intellectual disabilities. Supports should
be provided to identify the training needs of these individuals during the
delivery of relevant supports and to provide access to education for
individuals with moderate and severe intellectual disabilities. However,
special education is an important subject of discussion as to how these
requirements can be identified and provided with support for these needs and
how the normalization process can be achieved through effective inclusion /
integration practices. This study also provides medium and their access to
education for individuals with severe intellectual disability level in Turkey
and what can be done for ensuring the normalization process were discussed.

Kaynakça

  • AAIDD (2010). Intellectual disability: Definition, classification, and systems of supports (11th edition). Washington, DC: American Association on Intellectual and Developmental Disabilities.
  • Akay, E. (2016). Kaynaştırma ortamında eğitim alan işitme engelli öğrencilere destek özel eğitim hizmeti sunan eğitimciye yönelik mentörlük sürecinin incelenmesi Yayımlanmamış yüksek lisans tezi. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Batu, S., & Kırcaali-İftar, G. (2011). Kaynaştırma. Ankara: Kök Yayıncılık.
  • Batu, E. S., Cüre, G., Nar, S., Gövercin, D., & Keskin, M. (2018). Türkiye'de ilkokul ve ortaokullarda yapılan kaynaştırma araştırmalarının gözden geçirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(3), 577-614. doi: 10.21565/ozelegitimdergisi.336925
  • Beirne Smith, M., Ittenbach, R. F., & Patton, J. R. (1998). Mental Retardation (5. Baskı). Prentice Hall.
  • Bouck, E. C. (2009). Functional curriculum models for secondary students with mild mental impairment. Education and Training in Developmental Disabilities, 435-443.
  • Browder, D., Flowers, C., Ahlgrim-Delzell, L., Karvonen M., Spooner, F. & Algozzine R. (2004). The alignment of alternate assesment content with academic and functional curricula. The journal of special education. 37(4), 211-223.
  • Carter, E. W. (2018). Supporting the social lives of secondary students with severe disabilities: Considerations for effective intervention. Journal of Emotional and Behavioral Disorders, 26(1), 52-61.
  • Cavkaytar, A. (2000). Zihin engellilerin eğitim amaçları. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 10 (1), 115-121.
  • Cavkaytar, A., Melekoğlu, M., & Yıldız, G. (2016). Geçmişten günümüze özel gereksinimli olma ve zihin yetersizliği: Dünya’da ve Türkiye’de kavramların evrimi. Anadolu Üniversitesi Sosyal Bilimler Dergisi Eğitim Özel Sayısı, 111-22.
  • Cordeiro, L., Ballinger, E., Hagerman, R., & Hessl, D. (2011). Clinical assessment of DSM-IV anxiety disorders in fragile X syndrome: prevalence and characterization. Journal of neurodevelopmental disorders, 3(1), 57
  • Craig, E. M. (2013). At the Dawn of Civilization: Intellectual Disability in Prehistory and Ancient Times (9000 CE to 500 CE). In Wehmeyer, M. L. (Ed.), The Story of Intellectual Disability: An Evolution of Meaning, Understanding, & Public Perception. (s. 19-46). Brookes Publishing Company.
  • Cushing, L. S., Clark, N. M., Carter, E. W., & Kennedy, C. H. (2005). Access to the general education curriculum for students with significant cognitive disabilities. Teaching Exceptional Children, 38(2), 6-13.
  • Division for Early Childhood/National Association for the Education of Young Children. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC).
  • Dymond, S. K., Renzaglia, A., Rosenstein, A., Chun, E. J., Banks, R. A., Niswander, V., & Gilson, C. L. (2006). Using a participatory action research approach to create a universally designed inclusive high school science course: A case study. Research and Practice for Persons with Severe Disabilities, 31(4), 293-308.
  • Elford, M.D. (2013). Using tele-coaching to increase behavior-specific praise delivered by secondary teachers in an augmented reality learning environment. Unpublished Doctoral Dissertation, ABD: University of Kansas.
  • Eripek, S. (2007). İlköğretimde Kaynaştırma (1. Baskı). Eskişehir: Anadolu Üniversitesi Yayınları.
  • Ferguson, P. (2013) The Development of Systems of Supports: Intellectual Disability in Middle Modern Times (1800 CE to 1899 CE). In Wehmeyer, M. L. (Ed.), The Story of Intellectual Disability: An Evolution of Meaning, Understanding, & Public Perception. (s. 79- 116). Brookes Publishing Company.
  • Friend, M. (2011). Special Education: Contemporary perspectives for school professionals. Pearson: Boston.
  • Gargiulo, R. M. & Bouck, E. C. (2017). Special education in contemporary society: An introduction to exceptionality. (6th edition). Sage Publications.
  • Hallahan, D. P., & Kauffman, J. M. (2003). Exceptional Learners. Introduction to special education (9 th edition). Boston: Allyn and Bacon.
  • Harris, J. C., & Greenspan, S. (2016). Definition and Nature of Intellectual Disability. Singh, N. N. (Ed.). In Handbook of evidence-based practices in intellectual and developmental disabilities. (pp. 11-39). Springer.
  • Henley, M., Ramsey, R. S., & Algozzine, R. F. (2006). Characteristics of and strategies for teaching students with mild disabilities. Allyn & Bacon, 75 Arlington Street, Suite 300, Boston, MA 02116.
  • Hew, K.F. & Knapczyk, D. (2007). Analysis of ill-structured problem solving, mentoring functions, and perceptions of practicum teachers and mentors toward online mentoring in a field-based practicum. Instructional science, 35 (1), 1-40.
  • Heward, W. L. (2013). Exceptional children: An introduction to special education. (10th edition). New Jersey, NY: Pearson.
  • Houwen, S., van der Putten, A. & Vlaskamp, C. (2014). A systematic review of the effects of motor interventions to improve motor, cognitive, and/or social functioning in people with severe or profound intellectual disabilities. Research in Developmantal Disabilities, 35, 2093-2116.
  • Hulbert‐Williams, L., & Hastings, R. P. (2008). Life events as a risk factor for psychological problems in individuals with intellectual disabilities: A critical review. Journal of Intellectual Disability Research, 52(11), 883-895.
  • Kurth, J. A., Lyon, K. J., & Shogren, K. (2015). Supports provided to students with severe disabilities in inclusive schools: Lessons learned from schools implementing inclusive practices. Research & Practice for Persons with Severe Disabilities, 40, 261-274.
  • Lee, S. H., Wehmeyer, M. L., Soukup, J. H., & Palmer, S. B. (2010). Impact of curriculum modifications on access to the general education curriculum for students with disabilities. Exceptional children, 76(2), 213-233.
  • Mastropieri, M. A., & Scruggs, T. E. (2004). The inclusive classroom: Strategies for effective differentiated instruction. Upper Saddle River, NJ: Merrill.
  • McLeskey, J., Landers, E., Williamson, P., & Hoppey, D. (2012). Are we moving toward educating students with disabilities in less restrictive settings? The Journal of Special Education, 46, 131-140.
  • Milli Eğitim Bakanlığı. (2018). “Özel Eğitim Hizmetleri Yönetmeliği”. Ankara: Özel Eğitim Rehberlik ve Danışma Hizmetleri Genel Müdürlüğü.
  • Milli Eğitim Bakanlığı (2018) Milli Eğitim İstatistikleri Örgün Eğitim 2017/2018. Ankara.
  • Milli Eğitim Bakanlığı. (2016). “Destek Eğitim Odası Kılavuz Kitapçığı”. Ankara. Erişim tarihi: 24 Aralık 2018.
  • Oliver, C., Petty, J., Ruddick, L., & Bacarese-Hamilton, M. (2012). The association between repetitive, self-injurious and aggressive behavior in children with severe intellectual disability. Journal of autism and developmental disorders, 42(6), 910-919.
  • Schalock, R. L., & Luckasson, R. (2015). A systematic approach to subgroup classification in intellectual disability. Intellectual and developmental disabilities, 53(5), 358-366.
  • Schalock R. L. & Wehmeyer, M. L. (2013). The Parent Movement: Late Modern Times (1950 CE to 1980 CE). In Wehmeyer, M. L. (Ed.), The Story of Intellectual Disability: An Evolution of Meaning, Understanding, & Public Perception. (s. 187-232). Brookes Publishing Company.
  • Shepley, C., Lane, J. D., Grisham-Brown, J., Spriggs, A. D., & Winstead, O. (2017). Effects of a Training Package to Increase Teachers’ Fidelity of Naturalistic Instructional Procedures in Inclusive Preschool Classrooms. Teacher Education and Special Education, 41(4), 321-339.
  • Smith, J. D., Noll, S., & Wehmeyer, M. L. (2013). In Search of a Science: Intellectual Disability in Late Modern Times (1900 to 1930). In Wehmeyer, M. L. (Ed.), The Story of Intellectual Disability: An Evolution of Meaning, Understanding, & Public Perception. (s. 117-156). Brookes Publishing Company.
  • Smith, S. J. (2007). Cognitive and Developmental Disabilities. Meyen, E. L. and Bui Y. N. (Eds.) In Exceptional Children in Today's Schools: What Teachers Need to Know. Denver, CO: Love.
  • Spooner, F., Dymond, S. K., Smith, A., & Kennedy, C. H. (2006). What we know and need to know about accessing the general curriculum for students with significant cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 31(4), 277-283.
  • Sucuoğlu, B. (2017). Zihin engelliler ve eğitimleri (9. Baskı). Ankara: Kök Yayıncılık.
  • The Association for Person with Severe Disabilities [TASH] (2000). TASH resolution on the people for whom TASH advocates. www.tash.org
  • Thompson, J. R., Wehmeyer, M. L., Shogren, K. A., & Seo, H. (2017). The Support Paradigm and Intellectual and Developmental Disabilities. Shogren, K. A., Wehmeyer, M. L., Singh, N. N. (Eds.). In Handbook of Positive Psychology
in Intellectual
and Developmental Disabilities :Translating Research into Practice (pp. 23-36). Springer International Publishing.
  • Thompson, J. R., Walker, V. L., Shogren, K. A., & Wehmeyer, M. L. (2018). Expanding Inclusive Educational Opportunities for Students With the Most Significant Cognitive Disabilities Through Personalized Supports. Intellectual and Developmental Disabilities, 56(6), 396-411.
  • Thompson, J. R., Wehmeyer, M. L., Hughes, C., Shogren, K. A., Palmer, S. B., & Seo, H. (2014). The Supports Intensity Scale–Children's Version: Preliminary Reliability and Validity. Inclusion, 2(2), 140-149.
  • Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. A. (2013). Exceptional lives: special education in today’s schools. (7th edition). New Jersey, NY: Pearson.
  • Türkiye İstatistik Kurumu. (2002). Türkiye Özürlüler Araştırması. T. C. Başbakanlık Devlet İstatistik Kurumu Başkanlığı. Ankara: Devlet İstatistik Enstitüsü Matbaası.

  • U.S. Department of Education. (2011). 33th annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
  • Wehmeyer, M., Chapman, T. E., Little, T. D., Thompson, J. R., Schalock, R., & Tasse, M. J. (2009). Efficacy of the Supports Intensity Scale (SIS) to predict extraordinary support needs. American journal on intellectual and developmental disabilities, 114(1), 3-14.
  • Wehmeyer, M. L. (2007). Promoting self-determination in students with developmental disabilities. Guilford Press.
  • Westling, D. L., & Fox, L. (2004). Teaching students with severe disabilities. Upper Saddle River, NJ: Merrill.
  • Wickham, P. (2013). Poverty and The Emergence of Charity: Intellectual Disability in the Middle Ages (500 CE to !500 CE). In Wehmeyer, M. L. (Ed.), The Story of Intellectual Disability: An Evolution of Meaning, Understanding, & Public Perception. (s. 47- 62). Brookes Publishing Company.
  • World Health Organization [WHO] (2011). World report on disability. Erişim tarihi: 27.12. .2018. www.aaidd.org/sis/product-information/benefits

Orta ve Ağır Düzeyde Zihin Yetersizliği Olan Bireyler ve Eğitime Erişimleri

Yıl 2019, Cilt: 9 Sayı: 2, 929 - 953, 01.07.2019
https://doi.org/10.18039/ajesi.578185

Öz

Bu makalenin amacı, orta ve ağır düzeyde zihin
yetersizliği olan bireylerin özelliklerini betimlemek, bu özelliklere dayalı
olarak bireylerin gereksinimlerinin belirlenmesi ve eğitime erişimlerinin
sağlanması amacıyla normalleştirme sürecinde yapılması gerekenlere ilişkin
önerilerde bulunmaktır. Orta ve ağır düzeyde zihin yetersizliği olan bireyler,
hafif düzeyde zihin yetersizliği olan bireylere oranla daha fazla desteğe
gereksinim duymaktadırlar. İlgili desteklerin sunulması sürecinde bu bireylerin
eğitim gereksinimlerinin belirlenmesi ve 
orta ve ağır düzeyde zihin yetersizliği olan bireylerin eğitime
erişimlerinin sağlanması için 
desteklerin sunulması gerekmektedir. 
Ancak bu gereksinimlerin belirlenmesi, söz konusu gereksinimlere yönelik
desteklerin sunulması ve etkili kaynaştırma/bütünleştirme uygulamalarıyla
normalleşme sürecinin nasıl sağlanabileceği özel eğitimin önemli tartışma
konusudur. Bu çalışmada da Türkiye’de orta ve ağır düzeyde zihin yetersizliği
olan bireylerin eğitime erişimlerini sağlamak ve normalleşme sürecinin
sağlanmasına yönelik yapılabilecekler tartışılmıştır.

Kaynakça

  • AAIDD (2010). Intellectual disability: Definition, classification, and systems of supports (11th edition). Washington, DC: American Association on Intellectual and Developmental Disabilities.
  • Akay, E. (2016). Kaynaştırma ortamında eğitim alan işitme engelli öğrencilere destek özel eğitim hizmeti sunan eğitimciye yönelik mentörlük sürecinin incelenmesi Yayımlanmamış yüksek lisans tezi. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Batu, S., & Kırcaali-İftar, G. (2011). Kaynaştırma. Ankara: Kök Yayıncılık.
  • Batu, E. S., Cüre, G., Nar, S., Gövercin, D., & Keskin, M. (2018). Türkiye'de ilkokul ve ortaokullarda yapılan kaynaştırma araştırmalarının gözden geçirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(3), 577-614. doi: 10.21565/ozelegitimdergisi.336925
  • Beirne Smith, M., Ittenbach, R. F., & Patton, J. R. (1998). Mental Retardation (5. Baskı). Prentice Hall.
  • Bouck, E. C. (2009). Functional curriculum models for secondary students with mild mental impairment. Education and Training in Developmental Disabilities, 435-443.
  • Browder, D., Flowers, C., Ahlgrim-Delzell, L., Karvonen M., Spooner, F. & Algozzine R. (2004). The alignment of alternate assesment content with academic and functional curricula. The journal of special education. 37(4), 211-223.
  • Carter, E. W. (2018). Supporting the social lives of secondary students with severe disabilities: Considerations for effective intervention. Journal of Emotional and Behavioral Disorders, 26(1), 52-61.
  • Cavkaytar, A. (2000). Zihin engellilerin eğitim amaçları. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 10 (1), 115-121.
  • Cavkaytar, A., Melekoğlu, M., & Yıldız, G. (2016). Geçmişten günümüze özel gereksinimli olma ve zihin yetersizliği: Dünya’da ve Türkiye’de kavramların evrimi. Anadolu Üniversitesi Sosyal Bilimler Dergisi Eğitim Özel Sayısı, 111-22.
  • Cordeiro, L., Ballinger, E., Hagerman, R., & Hessl, D. (2011). Clinical assessment of DSM-IV anxiety disorders in fragile X syndrome: prevalence and characterization. Journal of neurodevelopmental disorders, 3(1), 57
  • Craig, E. M. (2013). At the Dawn of Civilization: Intellectual Disability in Prehistory and Ancient Times (9000 CE to 500 CE). In Wehmeyer, M. L. (Ed.), The Story of Intellectual Disability: An Evolution of Meaning, Understanding, & Public Perception. (s. 19-46). Brookes Publishing Company.
  • Cushing, L. S., Clark, N. M., Carter, E. W., & Kennedy, C. H. (2005). Access to the general education curriculum for students with significant cognitive disabilities. Teaching Exceptional Children, 38(2), 6-13.
  • Division for Early Childhood/National Association for the Education of Young Children. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC).
  • Dymond, S. K., Renzaglia, A., Rosenstein, A., Chun, E. J., Banks, R. A., Niswander, V., & Gilson, C. L. (2006). Using a participatory action research approach to create a universally designed inclusive high school science course: A case study. Research and Practice for Persons with Severe Disabilities, 31(4), 293-308.
  • Elford, M.D. (2013). Using tele-coaching to increase behavior-specific praise delivered by secondary teachers in an augmented reality learning environment. Unpublished Doctoral Dissertation, ABD: University of Kansas.
  • Eripek, S. (2007). İlköğretimde Kaynaştırma (1. Baskı). Eskişehir: Anadolu Üniversitesi Yayınları.
  • Ferguson, P. (2013) The Development of Systems of Supports: Intellectual Disability in Middle Modern Times (1800 CE to 1899 CE). In Wehmeyer, M. L. (Ed.), The Story of Intellectual Disability: An Evolution of Meaning, Understanding, & Public Perception. (s. 79- 116). Brookes Publishing Company.
  • Friend, M. (2011). Special Education: Contemporary perspectives for school professionals. Pearson: Boston.
  • Gargiulo, R. M. & Bouck, E. C. (2017). Special education in contemporary society: An introduction to exceptionality. (6th edition). Sage Publications.
  • Hallahan, D. P., & Kauffman, J. M. (2003). Exceptional Learners. Introduction to special education (9 th edition). Boston: Allyn and Bacon.
  • Harris, J. C., & Greenspan, S. (2016). Definition and Nature of Intellectual Disability. Singh, N. N. (Ed.). In Handbook of evidence-based practices in intellectual and developmental disabilities. (pp. 11-39). Springer.
  • Henley, M., Ramsey, R. S., & Algozzine, R. F. (2006). Characteristics of and strategies for teaching students with mild disabilities. Allyn & Bacon, 75 Arlington Street, Suite 300, Boston, MA 02116.
  • Hew, K.F. & Knapczyk, D. (2007). Analysis of ill-structured problem solving, mentoring functions, and perceptions of practicum teachers and mentors toward online mentoring in a field-based practicum. Instructional science, 35 (1), 1-40.
  • Heward, W. L. (2013). Exceptional children: An introduction to special education. (10th edition). New Jersey, NY: Pearson.
  • Houwen, S., van der Putten, A. & Vlaskamp, C. (2014). A systematic review of the effects of motor interventions to improve motor, cognitive, and/or social functioning in people with severe or profound intellectual disabilities. Research in Developmantal Disabilities, 35, 2093-2116.
  • Hulbert‐Williams, L., & Hastings, R. P. (2008). Life events as a risk factor for psychological problems in individuals with intellectual disabilities: A critical review. Journal of Intellectual Disability Research, 52(11), 883-895.
  • Kurth, J. A., Lyon, K. J., & Shogren, K. (2015). Supports provided to students with severe disabilities in inclusive schools: Lessons learned from schools implementing inclusive practices. Research & Practice for Persons with Severe Disabilities, 40, 261-274.
  • Lee, S. H., Wehmeyer, M. L., Soukup, J. H., & Palmer, S. B. (2010). Impact of curriculum modifications on access to the general education curriculum for students with disabilities. Exceptional children, 76(2), 213-233.
  • Mastropieri, M. A., & Scruggs, T. E. (2004). The inclusive classroom: Strategies for effective differentiated instruction. Upper Saddle River, NJ: Merrill.
  • McLeskey, J., Landers, E., Williamson, P., & Hoppey, D. (2012). Are we moving toward educating students with disabilities in less restrictive settings? The Journal of Special Education, 46, 131-140.
  • Milli Eğitim Bakanlığı. (2018). “Özel Eğitim Hizmetleri Yönetmeliği”. Ankara: Özel Eğitim Rehberlik ve Danışma Hizmetleri Genel Müdürlüğü.
  • Milli Eğitim Bakanlığı (2018) Milli Eğitim İstatistikleri Örgün Eğitim 2017/2018. Ankara.
  • Milli Eğitim Bakanlığı. (2016). “Destek Eğitim Odası Kılavuz Kitapçığı”. Ankara. Erişim tarihi: 24 Aralık 2018.
  • Oliver, C., Petty, J., Ruddick, L., & Bacarese-Hamilton, M. (2012). The association between repetitive, self-injurious and aggressive behavior in children with severe intellectual disability. Journal of autism and developmental disorders, 42(6), 910-919.
  • Schalock, R. L., & Luckasson, R. (2015). A systematic approach to subgroup classification in intellectual disability. Intellectual and developmental disabilities, 53(5), 358-366.
  • Schalock R. L. & Wehmeyer, M. L. (2013). The Parent Movement: Late Modern Times (1950 CE to 1980 CE). In Wehmeyer, M. L. (Ed.), The Story of Intellectual Disability: An Evolution of Meaning, Understanding, & Public Perception. (s. 187-232). Brookes Publishing Company.
  • Shepley, C., Lane, J. D., Grisham-Brown, J., Spriggs, A. D., & Winstead, O. (2017). Effects of a Training Package to Increase Teachers’ Fidelity of Naturalistic Instructional Procedures in Inclusive Preschool Classrooms. Teacher Education and Special Education, 41(4), 321-339.
  • Smith, J. D., Noll, S., & Wehmeyer, M. L. (2013). In Search of a Science: Intellectual Disability in Late Modern Times (1900 to 1930). In Wehmeyer, M. L. (Ed.), The Story of Intellectual Disability: An Evolution of Meaning, Understanding, & Public Perception. (s. 117-156). Brookes Publishing Company.
  • Smith, S. J. (2007). Cognitive and Developmental Disabilities. Meyen, E. L. and Bui Y. N. (Eds.) In Exceptional Children in Today's Schools: What Teachers Need to Know. Denver, CO: Love.
  • Spooner, F., Dymond, S. K., Smith, A., & Kennedy, C. H. (2006). What we know and need to know about accessing the general curriculum for students with significant cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 31(4), 277-283.
  • Sucuoğlu, B. (2017). Zihin engelliler ve eğitimleri (9. Baskı). Ankara: Kök Yayıncılık.
  • The Association for Person with Severe Disabilities [TASH] (2000). TASH resolution on the people for whom TASH advocates. www.tash.org
  • Thompson, J. R., Wehmeyer, M. L., Shogren, K. A., & Seo, H. (2017). The Support Paradigm and Intellectual and Developmental Disabilities. Shogren, K. A., Wehmeyer, M. L., Singh, N. N. (Eds.). In Handbook of Positive Psychology
in Intellectual
and Developmental Disabilities :Translating Research into Practice (pp. 23-36). Springer International Publishing.
  • Thompson, J. R., Walker, V. L., Shogren, K. A., & Wehmeyer, M. L. (2018). Expanding Inclusive Educational Opportunities for Students With the Most Significant Cognitive Disabilities Through Personalized Supports. Intellectual and Developmental Disabilities, 56(6), 396-411.
  • Thompson, J. R., Wehmeyer, M. L., Hughes, C., Shogren, K. A., Palmer, S. B., & Seo, H. (2014). The Supports Intensity Scale–Children's Version: Preliminary Reliability and Validity. Inclusion, 2(2), 140-149.
  • Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. A. (2013). Exceptional lives: special education in today’s schools. (7th edition). New Jersey, NY: Pearson.
  • Türkiye İstatistik Kurumu. (2002). Türkiye Özürlüler Araştırması. T. C. Başbakanlık Devlet İstatistik Kurumu Başkanlığı. Ankara: Devlet İstatistik Enstitüsü Matbaası.

  • U.S. Department of Education. (2011). 33th annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
  • Wehmeyer, M., Chapman, T. E., Little, T. D., Thompson, J. R., Schalock, R., & Tasse, M. J. (2009). Efficacy of the Supports Intensity Scale (SIS) to predict extraordinary support needs. American journal on intellectual and developmental disabilities, 114(1), 3-14.
  • Wehmeyer, M. L. (2007). Promoting self-determination in students with developmental disabilities. Guilford Press.
  • Westling, D. L., & Fox, L. (2004). Teaching students with severe disabilities. Upper Saddle River, NJ: Merrill.
  • Wickham, P. (2013). Poverty and The Emergence of Charity: Intellectual Disability in the Middle Ages (500 CE to !500 CE). In Wehmeyer, M. L. (Ed.), The Story of Intellectual Disability: An Evolution of Meaning, Understanding, & Public Perception. (s. 47- 62). Brookes Publishing Company.
  • World Health Organization [WHO] (2011). World report on disability. Erişim tarihi: 27.12. .2018. www.aaidd.org/sis/product-information/benefits
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Salih Nar Bu kişi benim 0000-0002-9801-4085

Atilla Cavkaytar 0000-0001-8067-1602

Yayımlanma Tarihi 1 Temmuz 2019
Gönderilme Tarihi 13 Şubat 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 9 Sayı: 2

Kaynak Göster

APA Nar, S., & Cavkaytar, A. (2019). Orta ve Ağır Düzeyde Zihin Yetersizliği Olan Bireyler ve Eğitime Erişimleri. Anadolu Journal of Educational Sciences International, 9(2), 929-953. https://doi.org/10.18039/ajesi.578185
AMA Nar S, Cavkaytar A. Orta ve Ağır Düzeyde Zihin Yetersizliği Olan Bireyler ve Eğitime Erişimleri. AJESI. Temmuz 2019;9(2):929-953. doi:10.18039/ajesi.578185
Chicago Nar, Salih, ve Atilla Cavkaytar. “Orta Ve Ağır Düzeyde Zihin Yetersizliği Olan Bireyler Ve Eğitime Erişimleri”. Anadolu Journal of Educational Sciences International 9, sy. 2 (Temmuz 2019): 929-53. https://doi.org/10.18039/ajesi.578185.
EndNote Nar S, Cavkaytar A (01 Temmuz 2019) Orta ve Ağır Düzeyde Zihin Yetersizliği Olan Bireyler ve Eğitime Erişimleri. Anadolu Journal of Educational Sciences International 9 2 929–953.
IEEE S. Nar ve A. Cavkaytar, “Orta ve Ağır Düzeyde Zihin Yetersizliği Olan Bireyler ve Eğitime Erişimleri”, AJESI, c. 9, sy. 2, ss. 929–953, 2019, doi: 10.18039/ajesi.578185.
ISNAD Nar, Salih - Cavkaytar, Atilla. “Orta Ve Ağır Düzeyde Zihin Yetersizliği Olan Bireyler Ve Eğitime Erişimleri”. Anadolu Journal of Educational Sciences International 9/2 (Temmuz 2019), 929-953. https://doi.org/10.18039/ajesi.578185.
JAMA Nar S, Cavkaytar A. Orta ve Ağır Düzeyde Zihin Yetersizliği Olan Bireyler ve Eğitime Erişimleri. AJESI. 2019;9:929–953.
MLA Nar, Salih ve Atilla Cavkaytar. “Orta Ve Ağır Düzeyde Zihin Yetersizliği Olan Bireyler Ve Eğitime Erişimleri”. Anadolu Journal of Educational Sciences International, c. 9, sy. 2, 2019, ss. 929-53, doi:10.18039/ajesi.578185.
Vancouver Nar S, Cavkaytar A. Orta ve Ağır Düzeyde Zihin Yetersizliği Olan Bireyler ve Eğitime Erişimleri. AJESI. 2019;9(2):929-53.