Otizm Spektrum Bozukluğu Olan Bireylere Sosyal Beceri Öğretiminde Sanal Gerçeklik Uygulamalarının Rolü

Abstract

Otizm spektrum bozukluğu (OSB) olan bireylerin yaşamlarını bağımsız bir şekilde sürdürebilmeleri için sosyal becerileri kazanmaları büyük önem taşımaktadır. Sosyal becerilerin kazandırılmasında etkili olabilecek uygulamalara yönelik güncel araştırma konularından biri sanal gerçekliktir (SG). SG, OSB olan bireylere sosyal becerilerin kazandırılmasında etkili bir uygulama olma potansiyeli göstermektedir. Yakın gelecekte, özel eğitim hizmetlerinin en önemli paydaşlardan biri olacak özel eğitim öğretmeni adaylarının eğitim ortamlarında SG ile karşılaşacakları ve kullanacakları düşünülmektedir. Buradan hareketle, bu araştırmada OSB olan bireylere sosyal becerilerin kazandırılmasında SG'nin kullanımına ilişkin özel eğitim öğretmeni adaylarının görüşlerinin incelenmesi amaçlanmıştır. Araştırmada nitel araştırma yaklaşımlarından fenomenografik desen kullanılmıştır. Araştırmada 15 katılımcı yer almıştır. Veri toplama süreci katılımcılara konuyla ilgili çevrimiçi seminer verilmesiyle başlamış ardından yarı yapılandırılmış görüşme formu aracılığıyla katılımcı görüşlerine yönelik veriler toplanmıştır. Elde edilen verilerin analizinde betimsel analiz kullanılmıştır. Araştırma sonuçları katılımcıların OSB olan bireylere sosyal becerilerin öğretiminde SG kullanımına ilişkin olumlu görüşlere sahip olduklarını göstermektedir.

Keywords

• Otizm spektrum bozukluğu
• özel eğitim
• sanal gerçeklik
• sosyal beceri öğretimi
• özel eğitim öğretmeni adayı

The Role of Virtual Reality Applications in Teaching Social Skills to Individuals with Autism Spectrum Disorder

Abstract

It is of great importance for individuals with autism spectrum disorder (ASD) to acquire social skills in order to live independently. One of the current research topics on effective applications for teaching social skills is virtual reality (VR). VR shows potential as an effective application for teaching social skills to individuals with ASD. In the near future, special education teacher candidates, who will be among the most important stakeholders of special education services, are expected to encounter and use VR in educational settings. Based on this premise, this study aims to examine the views of special education teacher candidates on the use of VR in teaching social skills to individuals with ASD. The study employed phenomenography, one of the qualitative research approaches. Fifteen participants were included in the study. The data collection process began with an online seminar on the topic for the participants, followed by the collection of data on participants' views through a semi-structured interview form. Descriptive analysis was used to analyze the obtained data. The results of the study indicate that the participants have positive views on the use of VR in teaching social skills to individuals with ASD.

Keywords

• Autism spectrum disorder
• special education
• virtual reality
• social skills teaching
• special education teacher candidate

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