Özel Öğrenme Güçlüğünde Erken Müdahale ve Erken Tanı: Müdahaleye Tepki Modeli

Öz

Özel öğrenme güçlüğü olan öğrencilerin okuma, yazma ve matematik alanlarında güçlükler yaşadığı bilinmektedir. Bu güçlükleri sergileme riski olan öğrencilere erken müdahalenin sağlanması ileri dönemdeki okul performansları açısından kritik rol oynamaktadır. Özel öğrenme güçlüğünün değerlendirilmesi ve tanılanmasının Türkiye’deki durumu incelendiğinde özel öğrenme güçlüğü olan öğrencilerin tanılanmasında zekâ testlerinin etkin olarak kullanıldığı bilinmektedir. Fakat özel öğrenme güçlüğü olan öğrencilerin tanılama öncesindeki eğitsel gereksinimlerine yönelik bilimsel dayanaklı ve sistematik uygulamaların yetersiz olduğu görülmektedir. Bu çalışmanın amacı bilimsel dayanaklı ve sistematik bir uygulama olan ve özel öğrenme güçlüğü riski olan öğrencilere yönelik erken müdahale ve erken tanı amaçlı kullanılan Müdahaleye Tepki Modeli (MTM)’nin açıklanarak ulusal alan yazına kazandırılmasıdır. MTM, öğrenme problemleri yaşayan öğrencileri belirleyen ve bu öğrenciler akranlarından geride kalmadan öğrencilere eğitsel destek sağlayan çok aşamalı bir erken tanı, müdahale ve destek sistemidir. MTM’nin amacı, yalnızca özel öğrenme güçlüğü olan öğrencilere değil tanılanmamış ve/veya özel öğrenme güçlüğü olma riski olan öğrencilere de erken müdahale sağlamaktır. MTM çok aşamalı bir model olsa da yaygın olarak üç aşamalı olarak uygulanan bir modeldir. Her bir aşamada müdahalenin niteliği değişmekte ve müdahale daha da yoğunlaşmaktadır. Bu çalışmada MTM’ye yönelik bilgiler sunularak geçmişten günümüze değin özel öğrenme güçlüğü olan bireylerin tanılanma ve erken müdahale süreçlerindeki değişim ele alınmaktadır. Ayrıca Türkiye’de MTM’ye ilişkin durum açıklanarak öneriler sunulmaktadır.

Anahtar Kelimeler

• Özel öğrenme güçlüğü
• erken müdahale
• erken tanı
• müdahaleye tepki modeli
• tutarsızlık modeli

Early Intervention and Early Diagnosis of Specific Learning Disabilities: Response to Intervention

Abstract

It is known that students with specific learning disabilities can exhibit difficulties in reading, writing and mathematics. Providing early intervention to students at risk of manifesting these difficulties plays a critical role in their future school performance. When the situation of evaluation and diagnosis of specific learning disabilities in Turkey is examined, it is known that intelligence tests are used widely in the diagnosis of students with specific learning disabilities. However, it is seen that scientifically based and systematic practices for the educational needs of students with specific learning disabilities before diagnosis are insufficient. The aim of this study is to explain Response to Intervention (RtI), which is a scientifically based and systematic practice and used for early intervention and early diagnosis for students at risk of specific learning disabilities, and contribute to the national literature. RtI is a multi-tiered early diagnosis, intervention and support system that identifies students with learning problems and provides educational support to students before they fall behind their peers. The aim of RtI is to provide early intervention not only to students with specific learning disabilities but also to students who are undiagnosed and/or at risk of having specific learning disabilities. Although RtI is a multi-tiered model, the three-tiered model of RtI is commonly applied. At each tier, the nature of the intervention changes and the intervention intensifies. In this study, the changes in the diagnosis and early intervention processes of individuals with specific learning disabilities from the past to the present are discussed by presenting information about RtI. In addition, the situation regarding RtI in Turkey is explained and suggestions are presented.

Keywords

• specific learning disabilities
• early intervention
• early diagnosis
• response to intervention
• discrepancy model

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