Özel Gereksinimli Öğrencilerde Okuma Yazma Becerileri ve Yaratıcı Drama

Abstract

Okuma yazma becerileri çocukların erken okuryazarlık kazanımlarıyla başlayıp bir ömür şekillenip gelişen becerilerdir. Akademik becerilerin temelini oluşturan okuma yazma becerileri, çocukların hayatlarının her döneminde karşılarına çıkarak günlük yaşantıda sosyal katılımlarını düzenleme, bilgi kazanma, paylaşma gibi pek çok konuda kolaylaştırıcı rol üstlenmektedir. Tüm çocuklar için büyük öneme sahip okuma yazma becerileri özellikle özel gereksinimli çocuklarda ayrı bir öneme sahip olup bu çocukların öğretimlerinin bireyselleştirilmiş öğretim programlarıyla gereksinim ve ilgilerine göre planlanıp destek hizmetlerle beraber uygulanması gerekmektedir. Öğrencilerin okuma yazma becerileri açısından fiziksel, zihinsel, duygusal sosyal gibi pek çok gelişim düzeyine bakılarak erken dönemlerden itibaren desteklenmesi ve öğrenmeye hazır olduğu zaman ona uygun öğretim yöntem/teknikler kullanılarak okuma yazma becerilerinin kazandırılması gerekmektedir. Yaratıcı drama yöntemi tüm çocuklarda olduğu gibi özel gereksinimli öğrencilerin de okuma yazma becerilerinin kazanımında kolaylaştırıcı etkileri olduğu görülmektedir. Sözcük kazanımı, tekrarların çok olması, akıcı okuma ve okuduğunu anlama becerileri ve daha birçok becerinin kazanımında kullanılabilmektedir. Ayrıca özel gereksinimli öğrencilerin sosyal etkileşimini destekleyen yaratıcı drama yöntemi bu çocukların sağlıklı, sosyal duygusal davranışları sayesinde okul başarılarının ve uyum özelliklerinin artmasını sağlamaktadır. Bu derlemede özel gereksinimli çocukların okuma yazma becerilerinde yaratıcı drama yönteminin etkileri incelenmektedir.

Keywords

• Özel Gereksinimli Çocuk
• Drama
• Okuma Yazma Becerileri

Literacy Skills in Students with Special Needs and Creative Drama

Abstract

Literacy skills are the skills that start with the acquisition of early literacy and are shaped and developed throughout a lifetime. Literacy skills which constitute a base for academic skills appear in every period of children's lives and play a facilitating role in various aspects such as arranging social participation in social life, gaining knowledge, and sharing. Literacy skills that have great importance for all children have special importance especially for the children with special needs and it is necessary to plan the education of these children with individualized education programs according to their needs and interests and imply together with the support services. Students should be supported in terms of literacy skills by taking various development levels such as physical, intellectual, emotional social into account and should gain literacy skills with appropriate teaching methods/techniques when they are ready to learn. It is seen that the creative drama method has a facilitating effect in the acquisition of literacy skills of children with special needs as well as in all children. It can be used in the acquisition of vocabulary, high levels of repetition, fluent reading, reading comprehension, and many other skills. Besides, the creative drama method that supports social interaction of children with special needs enables these children to increase their school success and adaptation characteristics thanks to their healthy social-emotional behaviors. This review examines the effect of the creative drama method on the literacy skills of children with special needs.

Keywords

• Child with special needs
• Drama
• Literacy Skills

References

1. Adıgüzel, Ö. (2019). Eğitimde yaratıcı drama (5. Baskı). İstanbul: Yapı Kredi Yayınları.
2. Adıgüzel, Ö. (2001). Niçin yaratıcı drama?. Öğretmen Dünyası Dergisi, Mayıs (257), 13-16.
3. Adomat, D. S. (2009). Actively engaging with stories through drama: Portraits of two young readers. Reading Teacher, 62, 628–636.
4. Adomat, D. (2012). Drama’s potential for deepening young children’s understandings of stories. Early Childhood Education Journal, 40(6), 343–350.
5. Akyol, H. (2011). Türkçe öğretim yöntemeliri (5.Baskı) Ankara: Pegem Akademi Yayıncılık.
6. Alber, S. R., & Foil, Carolyn R. (2003). Drama activities that promote and extend your students' vocabulary proficiency. "Intervention in School & Clinic", 39(1), 22-29.
7. Albertini, J. A,. & Schley, S. (2003). Writing, characteristics, instruction and assessment. In. M.Marschark, & E. P. Spencer (Ed.) Oxford Handbook of Deaf Studies, Language And Education. (s. 97-109) New York, NY: Oxford University Press, Inc.
8. Baldwin, P. (2008). The practical primary drama handbook. London, UK: SAGE.

9. Batdı, V., & Batdı, H. (2015). Effect of creative drama on academic achievement: a meta-analytic and thematic analysis. Educational Sciences: Theory & Practice, 15(6), 1459–1470.
10. Brown, V. (2017). Drama as a valuable learning medium in early childhood. Arts Education Policy Review, 118(3), 164–171.
11. Catterall, J. S., Chapleau, R., & Iwanaga, J. (1999). Involvement in the arts and human development: General involvement and intensive involvement in music and theater arts. In E. B. Fiske (Ed.), Champions of change: The impact of the arts on learning (pp. 1-18). Washington, DC: The Arts Education Partnership.
12. Cavanaugh, D., Clemence, K., Teale, M., Rule, A., & Montgomery, S. (2017). Kindergarten scores, storytelling, executive function, and motivation improved through literacy-rich guided play. Early Childhood Education Journal, 45(6), 831–843.
13. Certo, J., & Brinda, W. (2011). Bringing literature to life for urban adolescents: artistic, dramatic instruction and live theater. Journal of Aesthetic Education, 45(3), 22– 37.
14. Clyde, J. A. (2003). Stepping inside the story world: the subtext strategy - a tool for connecting and comprehending. Reading Teacher, 57(2), 150–160.
15. Cornett, C. (2007). Creating meaning through literature and the arts. Saddle River, NJ: Pearson.
16. Edmiston, B. (2000) Drama as ethical education, research in drama education: The Journal of Applied Theatre and Performance, 5(1), 63-84.
17. Fennessey, S. (2006). Using theater games to enhance language arts learning. The Reading Teacher, 59(7), 688–691.
18. George, N.J. (2000). Beneficial use of dramatics in the classroom. New England Reading Association Journal. 36(2).
19. Goering, C. Z., & Baker, K. F. (2010). “Like the whole class has reading problems”: A study of oral reading fluency activities in a high intervention setting. American Secondary Education, 39(1), 61–77.
20. Gönen M. , Şahin S., Yükselen A. İ., Tanju, E. ve Aydan-Celep S. (2006). Özel Eğitime Gereksinimi Olan Çocuklar İçin Yaratıcı Drama. İstanbul: Epsilon Yayıncılık.
21. Harste, J. C. (2014). Transmediation: What art affords our understanding of literacy. In P. J.
22. Harrington, A. B. (2018). Using Theater to Promote the Development of Literacy and Reading Comprehension. New York: Bank Street College of Education. Retrieved from https://educate.bankstreet.edu/independent-studies/236
23. International Literacy Association. (2016). Why literacy? Retrieved from Retrieved from http://www.literacyworldwide.org/why- literacy
24. Jindal-Snape, D., & Vettraino, E. (2007) ‘Drama techniques for the enhancement of social-emotional development in people with special needs: review of research’, International Journal of Special Education, 22(1), 107-117.
25. Kelin, D. A., II. (2007). The perspective from within: drama and children’s literature. Early Childhood Education Journal, 35(3), 277–284.
26. Kelner, L. B., & Flynn, R. M. (2006). A dramatic approach to reading comprehension strategies and activities for classroom teachers. Portsmouth, NH: Heinemann.
27. Kempe, A. (2003). The role of drama in the teaching of speaking and listening as the basis for social capital. Research in Drama Education: The Journal of Applied Theatre and Performance, 8(1), 65-78.
28. Kornfeld, J., & Leyden, G. (2005). Acting out: Literature, drama, and connecting with history. The Reading Teacher, 59(3), 230–238.
29. Mages, W. (2006). Drama and Imagination: A Cognitive Theory of Drama’s Effect on Narrative Comprehension and Narrative Production. Research in Drama Education, 11, 329-340. https://doi.org/10.1080/13569780600900750
30. Malley, S.M. & Silverstein, L.B. (2014). Examining the intersection of arts education and special education. Arts Education Policy Review, 115, 39-43. DOI: 10.1080/10632913.2014.883894
31. Martinez, M. (1993). Motivating dramatic story reenactments. The Reading Teacher, 46(8), 682- 688. [EJ 462 277]
32. Mason, C. Y., & Steedly, K. M. (2006). Rubrics and an arts integration community of practice. Teaching Exceptional Children PLUS, 39(1), 36-43.
33. Mason, C., Steedly, K., & Thormann, M. (2005). The impact of arts integration: Voice, choice and access. Washington, DC: VSA Arts
34. McElhone, D. (2012). Tell us more: reading comprehension, engagement, and conceptual press discourse. Reading Psychology, 33(6), 525–561.
35. McMaster, J. C. (1998). “Doing" literature: Using drama to build literacy. The Reading Teacher, 51(7), 574-584.
36. Okvuran, A. (2010). The relationship between arts education, museum education and drama education in elementary education. Procedia Social and Behavioral Sci- ences, 2, 5389-5392.
37. Özen, Z. (2011). Dorothy Heatchcote’un Yaratıcı Drama Yaklaşımları, Yayınlanmış yüksek lisans tezi, Ankara Üniversitesi, Ankara.
38. Piştav-Akmeşe, P., & Kayhan, N. (2015). Okul öncesi öğretmenlerinin oyun öğretimine ilişkin öz-yeterlik düzeylerinin incelenmesi. Yaşadıkça Eğitim Dergisi, 29(2), 42-60.
39. Piştav Akmeşe, P. & Kayhan, N. (2017). Özel Eğitim Öğretmenlerinin Oyun Öğretimine İlişkin Öz-Yeterlik Düzeylerinin İncelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi,18(01),1-26.Retrieved from https://dergipark.org.tr/tr/pub/ozelegitimdergisi/issue/28499/274303
40. Rego, A. M. P. (2006). The alphabetic principle, phonics, and spelling. J. S. Schumm (Ed.). Reading assessment and instruction for all learners(ss. 118-162). New York: The GuilfordPress.
41. Schneider, J., Crumpler, T., & Rogers, T. (2006). Process drama and multiple literacies: Addressing social, cultural, and ethical issues. Portsmouth, NH: Heinemann.
42. Schneider, J. J., & Jackson, S. A. W. (2000). Process drama: A special space and place for writing. The Reading Teacher, 54(1), 38-51. [EJ 614 497]
43. Tate, K. J. (2005). A conceptual lens for observing, analyzing, and interpreting data when exploring preservice drama. Youth Theatre Journal, 19, 151-167.
44. Tortello, R. (2004). Tableaux vivants in the literature classroom. The Reading Teacher, 58(2), 206–208.
45. Tuluk, N. (2004). Yaratıcı Drama. Pivolka, 3-15. Ankara.
46. Urian, D. (2000). Drama in education: From theory to "study cases." Contemporary Theatre Review, 10(2), 1-9.
47. Üstündağ, T. (2002). Yaratıcı Drama Öğretmenimin Günlüğü. Ankara: Pegem Yayınları.