BibTex RIS Cite

THE VIEWS OF STUDENTS WITH INTELLECTUAL DISABILITIES OR AUTISM REGARDING THEIR SCHOOL EXPERIENCE AND THEIR PEERS IN INCLUSION

Year 2012, Issue: 32, 16 - 30, 01.12.2012

Abstract

This study examines the views of students with autism and intellectual disabilities regarding their school experience and their peers. This research is a qualitative study. A semi structured interview technique was used which was developed by the researcher. The participants were 10 students with intellectual disabilities, 10 students with autism, attending the 4th, 5th, 6th grades of a primary school. Results showed that academically, students with intellectual disabilities had difficulties especially on math and science and they need to be supported and students with autism have difficulties on problem solving, reading and idioms. The students with disabilities are usually alone and not being chosen as a partner in play groups and also labeled as “problem child” however they reported still like their school.

References

  • Aktaş, C. ve Küçüker, S. (2002). Bilişsel duyuşsal odaklı bir programın ilköğretim öğrencilerinin fiziksel engelli yaşıtlarına yönelik sosyal kabul düzeylerine etkisinin incelenmesi. Özel Eğitim Dergisi, 3,(2), 15-25.
  • American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th. Ed-text revision). Washington, DC: Author.
  • Atwood, T. (2000). Strategies for improving the social integration of children with Asperger Sydrome. Autism, 4, (1), 85-100.
  • Baker, J. E. (2003). Social skills training. Shawnee mission, KS: Autism Asperger Publishing Company.
  • Batu, S. (2000). Kaynaştırma, destek hizmetler ve kaynaştırmaya hazırlık etkinlikleri. Özel Eğitim Dergisi, 2,(4), 35-45.
  • Bauminger, N. & Kasari, C. (2000). Loneliness and friendship in high functioning children with autism. Child Development, 71, 447-456.
  • Bauminger, N. & Schulman, C. (2003). The development and maintenance of friendship in high functioning children with autism. Autism, 7, 81-97.
  • Bauminger, N., Schulman, C., & Agam, G. (2003). Peer interaction and loneliness in high- functioning children with autism. Journal of Autism and Developmental Disorders, 33(5), 489-507, DOI: 10.1023/A:1025827427901
  • Connor, M. (2000). Asperger syndrome (autistic spectrum disorder) and the self-reports of comprehensive school students. Educational Psychology in Practice, 16, (3), 285-295.
  • Çetin, F., Bilbay, A. A., ve Kaymak, D. A. (2001). Çocuklarda Sosyal Beceriler. İstanbul: Epsilon Yayıncılık.
  • Çolak, A. (2008). Kaynaştırma uygulanan bir ilköğretim sınıfındaki sosyal yeterlik özelliklerinin betimlenmesi ve iyileştirilmesi çalışmaları. Yayınlanmamış doktora tezi Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Özel Eğitim Anabilim Dalı. 19.08.2008 tarihinde http://tez2.yok.gov.tr/ adresinden alınmıştır.
  • Farmer, W.T., Pearl, R., & Acker, R.M.V. (1996). Expanding the social skills deficit framework: A developmental synthesis perspective, classroom social Networks and implications for the social growth of students with disabilities. Journal of Special Education, 30, (3), 232-256.
  • Gillberg, C. (1998). Prevalence; Paper presented to the National Autistic Society Conference "Autism; theory into action”. London, 20-21 November.
  • Girli, A. ve Atasoy, S. (2007). The Perspectives of Primary School Students with Asperger Syndrome And High Functioning Autism About Inclusion Process. Poster bildiri, 8th International Congress Autism-Europe, Norway.
  • Girli, A. ve Atasoy, S. (2010). Examining the effectiveness of social skills training program based on cognitive process approach among inclusion students with autism. Elementary Education Online, (10),3, 990-1006.
  • Girli, A., Kabasakal, Z. ve Aysan, F. (2009). Otizm Tanılı Kaynaştırma Öğrencilerinin Okula Uyum ve Sosyal Yeterliklerinin Farklı Değişkenler Açısından İncelenmesi. X. UlusalRehberlik ve Psikoljik Danışmanlık Kongresi. Adana –Türkiye.
  • Girli, A. ve Sencar, B. (2008). A Research on School Guidance Counselors’ Views on Applications of inclusion Program.19. International Conference on Educational Science, ICES'08. pp: 827-833, K.K.T.C.
  • Gordon, A.P., Feldman, D., & Chiriboga, J. (2005). Helping children with disabilities develop and maintain friendships. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 28 ,(1),1-9.
  • Harrover, J. K., & Dunlap, G. (2001). Including children with autism in general education classrooms. Behavior Modification, 25 (5), 762-784.
  • Howlin, P., Baron-Cohen, S. & Hadwin, J. (2003). Teaching children with autism to mind- read, A practical guide. (6t Ed.). West Sussex-England: John Wiley & Sons Inc.
  • Jordan, R. (2008). Autistic spectrum disorders: a challenge and a model for inclusion in education. British Journal of Special Education, 35, 11-14
  • Kabasakal, Z., Girli, A., Okun, B., Çelik, N., ve Vardarlı, G. (2008). Disabled students coequal relations and their abuse. Dokuz Eylül Universitesi. Buca Eğitim Fakültesi Dergisi, 1, 23, 169-176.
  • Kargın, T., Acarlar, F. ve Sucuoğlu, B. (2003). Öğretmen, yönetici ve anne-babaların kaynaştırma uygulamalarına ilişkin görüşlerinin belirlenmesi. Özel Eğitim Dergisi, 4 (2), 55-77.
  • Kemple, K.M. (2004). Let’s be friends: Peer competence and Social Inclusion in early childhood programs. New York: Teachers College Pres.
  • Koegel, L.K., Koegel, R.L., Frea, W.D., & Fredeen, R.M. (2001). Identifying early intervention targets for children with autism in inclusive school settings, Behavior Modification, 25, (5), 745-761.
  • Lane L.K. (2004). Teacher expectation of student behavior: social skills necessary for success in elementary school classroom. Journal of Special Education (online). Available: http: // www.findarticles.com/p/articles/mi_m0HDF/is_2_3 8/ai_n6143644.
  • Myles, B. (2003). Social skills training. in Jed E. Baker (Ed), Overview of Asperger syndrome (pp. 9-16). Shawnee mission, KS: Autism Asperger Publishing Company.
  • Nowicki, E.A., & Sandieson, R. (2002). A meta-analysis of school age children’s towards persons with psychical or intellectual disabilities. International Journal of Disability, Development and Education, 49, 243-265.
  • Osler, A., & Osler, C. (2002). Inclusion, exclusion and children’s rights, Emotional and Behavioral Difficulties, 7 (1), 35-54.
  • Özyürek, M. (1994). 1.Ulusal Özel Eğitim Kongresi Bildiriler IV. İçinde (Ed), Özel eğitimde normalleştirmenin doğurguları, (sf:171-174). Ankara: Milli Eğitim Basımevi.
  • Reid, D.K., & Button, L.J. (1995). Anna’s story: Narratives of personal experience about being labeled learning disabled. Journal of Learning Disabilities, 28, 606-614.
  • Salend, J. B. (1998). Effective inclusion. New Jersey: Merrill, an Imprint of Prentice Hall.
  • Sucuoğlu, B., ve Kargın, T. (2006). İlköğretimde Kaynaştırma Uygulamaları, İstanbul: Morpa Yayınları.
  • Schrumpf, F., Crawford, D.K., & Bodine, R.J. (2007). Okulda Çatışma Çözme. (Çev. F.Gül Akbalık, B.Dilek Karaduman). Ankara: İmge Kitabevi Yayınları.
  • Schwartz, I. (2000). Standing on the shoulders of giants: looking ahead to facilitating membership and relationship for children with disabilities. Topics in Early Childhood Special Education, 20, (2), 123-128.
  • Stafford, S. H., & Gren, V. P. (1996). Preschool integration. Childhood Education, 72, (4), 52-57.
  • Sucuoğlu, B. (2004). Türkiyede kaynaştırma uygulamaları:yayınlar/araştırmalar. Özel Eğitim Dergisi, 4,2, 55-76.
  • Şahbaz, Ü. (2007). Normal öğrencilerin kaynaştırma sınıflarına devam eden engelli öğrenciler hakkında bilgilendirilmelerinin engellilerin sosyal kabul düzeylerine etkisi.Eurasian Journal of Educational Research, 26, 199-208.
  • Terpstra, J. E. & Tamura, R. (2008). Effective social interaction strategies for inclusive settings. Early Childhood Education, 35, 405-411.
  • Vuran, S. (2005). “The sociometric status of student with disabilities in elementary level integration classes in turkey.” Eurasian Journal of Educational Research, 18, 217-235.
  • Weiss, M. J. & Harris, S. L. (2001). Teaching social skills to people with autism. Behavior Modification, 25, (5), 785- 802.
  • Wong, D.K.P. (2006). Do contact make a difference? The effects of mainstreaming on student attitudes toward people with disabilities. Research in Developmental Disabilities, 29, 70-82.
  • Yıldırım, A., ve Şimşek, H. (2000). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınları.

KAYNAŞTIRMAYA YERLEŞTİRİLEN ZİHİN YETERSİZLİĞİ VEYA OTİSTİK ÖZELLİKLERİ OLAN ÖĞRENCİLERİN OKUL YAŞANTILARI VE AKRANLARIYLA İLİŞKİLERİNE İLİŞKİN GÖRÜŞLERİ

Year 2012, Issue: 32, 16 - 30, 01.12.2012

Abstract

Bu çalışmanın amacı, kaynaştırma eğitimine devam eden zihinsel yetersiz ve otizmli öğrencilerin okul yaşantıları, arkadaşlık ilişkileri ve öğretim sürecindeki sorunlarıyla ilgili görüşlerini belirlemektir. Bu çalışma nitel yaklaşım kullanılarak gerçekleştirilmiştir. Veriler araştırmacılar tarafından hazırlanmış, yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Katılımcılar dört, beş ve altıncı sınıfa devam eden 10 öğrenme güçlüğü, 10 otizm tanılı ilköğretim öğrencisinden oluşmaktadır. Sonuçlar, öğrenme güçlüğü olan öğrencilerin özellikle matematik ve fen dersini zor bulduklarını ve desteğe gereksinim duyduklarını; otizmli öğrencilerin ise, okuma, problem çözme, deyimlerde güçlük yaşadıklarını göstermiştir. Öğrenciler, yalnız kaldıklarını, oyunlarda yaşıtları tarafından tercih edilmediklerini ve “problem çocuk” olarak adlandırıldıklarını ama yine de okulu sevdiklerini belirtmişlerdir.

References

  • Aktaş, C. ve Küçüker, S. (2002). Bilişsel duyuşsal odaklı bir programın ilköğretim öğrencilerinin fiziksel engelli yaşıtlarına yönelik sosyal kabul düzeylerine etkisinin incelenmesi. Özel Eğitim Dergisi, 3,(2), 15-25.
  • American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th. Ed-text revision). Washington, DC: Author.
  • Atwood, T. (2000). Strategies for improving the social integration of children with Asperger Sydrome. Autism, 4, (1), 85-100.
  • Baker, J. E. (2003). Social skills training. Shawnee mission, KS: Autism Asperger Publishing Company.
  • Batu, S. (2000). Kaynaştırma, destek hizmetler ve kaynaştırmaya hazırlık etkinlikleri. Özel Eğitim Dergisi, 2,(4), 35-45.
  • Bauminger, N. & Kasari, C. (2000). Loneliness and friendship in high functioning children with autism. Child Development, 71, 447-456.
  • Bauminger, N. & Schulman, C. (2003). The development and maintenance of friendship in high functioning children with autism. Autism, 7, 81-97.
  • Bauminger, N., Schulman, C., & Agam, G. (2003). Peer interaction and loneliness in high- functioning children with autism. Journal of Autism and Developmental Disorders, 33(5), 489-507, DOI: 10.1023/A:1025827427901
  • Connor, M. (2000). Asperger syndrome (autistic spectrum disorder) and the self-reports of comprehensive school students. Educational Psychology in Practice, 16, (3), 285-295.
  • Çetin, F., Bilbay, A. A., ve Kaymak, D. A. (2001). Çocuklarda Sosyal Beceriler. İstanbul: Epsilon Yayıncılık.
  • Çolak, A. (2008). Kaynaştırma uygulanan bir ilköğretim sınıfındaki sosyal yeterlik özelliklerinin betimlenmesi ve iyileştirilmesi çalışmaları. Yayınlanmamış doktora tezi Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Özel Eğitim Anabilim Dalı. 19.08.2008 tarihinde http://tez2.yok.gov.tr/ adresinden alınmıştır.
  • Farmer, W.T., Pearl, R., & Acker, R.M.V. (1996). Expanding the social skills deficit framework: A developmental synthesis perspective, classroom social Networks and implications for the social growth of students with disabilities. Journal of Special Education, 30, (3), 232-256.
  • Gillberg, C. (1998). Prevalence; Paper presented to the National Autistic Society Conference "Autism; theory into action”. London, 20-21 November.
  • Girli, A. ve Atasoy, S. (2007). The Perspectives of Primary School Students with Asperger Syndrome And High Functioning Autism About Inclusion Process. Poster bildiri, 8th International Congress Autism-Europe, Norway.
  • Girli, A. ve Atasoy, S. (2010). Examining the effectiveness of social skills training program based on cognitive process approach among inclusion students with autism. Elementary Education Online, (10),3, 990-1006.
  • Girli, A., Kabasakal, Z. ve Aysan, F. (2009). Otizm Tanılı Kaynaştırma Öğrencilerinin Okula Uyum ve Sosyal Yeterliklerinin Farklı Değişkenler Açısından İncelenmesi. X. UlusalRehberlik ve Psikoljik Danışmanlık Kongresi. Adana –Türkiye.
  • Girli, A. ve Sencar, B. (2008). A Research on School Guidance Counselors’ Views on Applications of inclusion Program.19. International Conference on Educational Science, ICES'08. pp: 827-833, K.K.T.C.
  • Gordon, A.P., Feldman, D., & Chiriboga, J. (2005). Helping children with disabilities develop and maintain friendships. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 28 ,(1),1-9.
  • Harrover, J. K., & Dunlap, G. (2001). Including children with autism in general education classrooms. Behavior Modification, 25 (5), 762-784.
  • Howlin, P., Baron-Cohen, S. & Hadwin, J. (2003). Teaching children with autism to mind- read, A practical guide. (6t Ed.). West Sussex-England: John Wiley & Sons Inc.
  • Jordan, R. (2008). Autistic spectrum disorders: a challenge and a model for inclusion in education. British Journal of Special Education, 35, 11-14
  • Kabasakal, Z., Girli, A., Okun, B., Çelik, N., ve Vardarlı, G. (2008). Disabled students coequal relations and their abuse. Dokuz Eylül Universitesi. Buca Eğitim Fakültesi Dergisi, 1, 23, 169-176.
  • Kargın, T., Acarlar, F. ve Sucuoğlu, B. (2003). Öğretmen, yönetici ve anne-babaların kaynaştırma uygulamalarına ilişkin görüşlerinin belirlenmesi. Özel Eğitim Dergisi, 4 (2), 55-77.
  • Kemple, K.M. (2004). Let’s be friends: Peer competence and Social Inclusion in early childhood programs. New York: Teachers College Pres.
  • Koegel, L.K., Koegel, R.L., Frea, W.D., & Fredeen, R.M. (2001). Identifying early intervention targets for children with autism in inclusive school settings, Behavior Modification, 25, (5), 745-761.
  • Lane L.K. (2004). Teacher expectation of student behavior: social skills necessary for success in elementary school classroom. Journal of Special Education (online). Available: http: // www.findarticles.com/p/articles/mi_m0HDF/is_2_3 8/ai_n6143644.
  • Myles, B. (2003). Social skills training. in Jed E. Baker (Ed), Overview of Asperger syndrome (pp. 9-16). Shawnee mission, KS: Autism Asperger Publishing Company.
  • Nowicki, E.A., & Sandieson, R. (2002). A meta-analysis of school age children’s towards persons with psychical or intellectual disabilities. International Journal of Disability, Development and Education, 49, 243-265.
  • Osler, A., & Osler, C. (2002). Inclusion, exclusion and children’s rights, Emotional and Behavioral Difficulties, 7 (1), 35-54.
  • Özyürek, M. (1994). 1.Ulusal Özel Eğitim Kongresi Bildiriler IV. İçinde (Ed), Özel eğitimde normalleştirmenin doğurguları, (sf:171-174). Ankara: Milli Eğitim Basımevi.
  • Reid, D.K., & Button, L.J. (1995). Anna’s story: Narratives of personal experience about being labeled learning disabled. Journal of Learning Disabilities, 28, 606-614.
  • Salend, J. B. (1998). Effective inclusion. New Jersey: Merrill, an Imprint of Prentice Hall.
  • Sucuoğlu, B., ve Kargın, T. (2006). İlköğretimde Kaynaştırma Uygulamaları, İstanbul: Morpa Yayınları.
  • Schrumpf, F., Crawford, D.K., & Bodine, R.J. (2007). Okulda Çatışma Çözme. (Çev. F.Gül Akbalık, B.Dilek Karaduman). Ankara: İmge Kitabevi Yayınları.
  • Schwartz, I. (2000). Standing on the shoulders of giants: looking ahead to facilitating membership and relationship for children with disabilities. Topics in Early Childhood Special Education, 20, (2), 123-128.
  • Stafford, S. H., & Gren, V. P. (1996). Preschool integration. Childhood Education, 72, (4), 52-57.
  • Sucuoğlu, B. (2004). Türkiyede kaynaştırma uygulamaları:yayınlar/araştırmalar. Özel Eğitim Dergisi, 4,2, 55-76.
  • Şahbaz, Ü. (2007). Normal öğrencilerin kaynaştırma sınıflarına devam eden engelli öğrenciler hakkında bilgilendirilmelerinin engellilerin sosyal kabul düzeylerine etkisi.Eurasian Journal of Educational Research, 26, 199-208.
  • Terpstra, J. E. & Tamura, R. (2008). Effective social interaction strategies for inclusive settings. Early Childhood Education, 35, 405-411.
  • Vuran, S. (2005). “The sociometric status of student with disabilities in elementary level integration classes in turkey.” Eurasian Journal of Educational Research, 18, 217-235.
  • Weiss, M. J. & Harris, S. L. (2001). Teaching social skills to people with autism. Behavior Modification, 25, (5), 785- 802.
  • Wong, D.K.P. (2006). Do contact make a difference? The effects of mainstreaming on student attitudes toward people with disabilities. Research in Developmental Disabilities, 29, 70-82.
  • Yıldırım, A., ve Şimşek, H. (2000). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınları.
There are 43 citations in total.

Details

Other ID JA44YM82CP
Journal Section Articles
Authors

Alev Girli This is me

Selin Atasoy This is me

Publication Date December 1, 2012
Published in Issue Year 2012 Issue: 32

Cite

APA Girli, A., & Atasoy, S. (2012). KAYNAŞTIRMAYA YERLEŞTİRİLEN ZİHİN YETERSİZLİĞİ VEYA OTİSTİK ÖZELLİKLERİ OLAN ÖĞRENCİLERİN OKUL YAŞANTILARI VE AKRANLARIYLA İLİŞKİLERİNE İLİŞKİN GÖRÜŞLERİ. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(32), 16-30.