Okul Öncesinde Tanılanmış Dil ve Duygusal Yetersizlikleri olan Çocukların Sözel Dil ve Davranış Becerileri ile İlgili bir Araştırma Çalışması

Abstract

ABD'de okul öncesi girişiminin devlet okulu sektöründe büyümeye devam etmesinden dolayı, bu gruptaki öğrencilerin ihtiyaçlarını anlama ve ele almaya hazır olma gereksinimi hayati önem taşımaktadır. Bu makale devlet okulöncesi kaynaştırma okullarında hizmet alan 3-5 yaş aralığında çocuklardaki dil ve davranış becerilerinin araştırma analizini ortaya koymaktadır. Dil bozuklukları ya da duygu ve davranış bozuklukları olan okulöncesi çocuklar normal gelişim gösteren bir grupla Erken Dil Gelişim Testi-3 ve Okulöncesi ve Anaokulu Davranış Ölçeği kullanılarak karşılaştırılmıştır. Sonuçlar, gecikmiş dil veya davranış bozuklukları tanısı almış olan okulöncesi öğrencilerin hem dil gelişimi hem de davranış değerlendirmelerinde normal gelişim gösteren akranlarına göre anlamlı şekilde farklılık gösterdiklerini ortaya koymaktadır. İkinci olarak, gecikmiş dil ve sosyo-duygusal yetersizlikleri olan çocuklar arasında anlamlı farklılıklar bulunmamıştır. Erken çocukluk eğitim ortamlarında her iki gelişimsel alana yönelik ihtiyaç olan, kapsamlı tarama, sürekli değerlendirme, amaçlı müdahale ve öğretmenlerin mesleki gelişimi ile ilgili çıkarımlar sunulmaktadır.

Keywords

• Dil yetersizlikleri, duygu ve davranış yetersizlikleri, kaynaştırma, okulöncesi

An Exploratory Study of the Oral Language and Behavior Skills of Children with Identified Language and Emotional Disabilities in Preschool

Abstract

As the pre-school initiative in the USA continues to grow in the public school sector, the need to understand and be prepared to address the needs of this population of students is vital. This paper provides an exploratory analysis of language and behavioral skills in children aged three to five years old served in inclusive public preschools. Preschool children documented with language impairments (LI), or emotional and behavioral disorders (ED) were compared to a typically developing group using the Test of Early Language Development-3 and the Preschool and Kindergarten Behavior Scales. Results suggest that preschoolers with identified language delays or behavior disorders were significantly different in both language development and behavior ratings when compared to typical developing peers. Second, no significant differences were found between students with language delays and socio-emotional disabilities. Implications regarding the need for comprehensive screening, continuous assessment, targeted intervention, and professional development for teachers across both developmental areas in the early childhood education settings are presented.

Keywords

• Language disabilities
• emotional and behavioral disabilities
• inclusion
• preschool

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