Teachers' Knowledge, Experience, and Professional Development Needs For Teaching Social Skills to Students with Developmental Disabilities

Abstract

This study is designed to reveal the knowledge, experience and professional development needs of special education and general education teachers working with students with developmental disabilities about teaching social skills to students with developmental disabilities. The researchers used descriptive research design. The research was carried out with 120 participants, and the data were collected with the "Questionnaire for Determining the Knowledge, Experience and Professional Development Needs of Special Education and General Education Teachers on Teaching Social Skills to Children with Developmental Disabilities" developed by the researchers. Research data were analyzed descriptively. According to the findings of the study, the application with which the participants had the highest level of knowledge about was video-based interventions, but none of the participants considered themselves very competent in using parent-mediated interventions, matrix training and promising practices. In the research, it is seen that the participants received training during their undergraduate and/or graduate education or by participating in professional development activities related to teaching interventions. Participants generally stated that they find the quality of the education offered to them sufficient. In line of the findings obtained; It can be suggested that teachers should teach by including evidence-based practices in social skills teaching for students with developmental disabilities, and that courses containing these practices should be taught in undergraduate and graduate education within the scope of promising practices. Future studies can be conducted to determine the knowledge and experience of families with children with developmental disabilities on teaching social skills and social skills.

Keywords

• Autism spectrum disorder
• Social skills
• Social skill training
• Developmental disability
• Intellectual disability

Öğretmenlerin Gelişim Yetersizliği Olan Öğrencilere Sosyal Beceri Öğretimine İlişkin Bilgileri, Deneyimleri ve Mesleki Gelişim Gereksinimleri

Abstract

Araştırmada gelişim yetersizliği olan öğrencilerle çalışan özel eğitim ve genel eğitim öğretmenlerinin gelişim yetersizliği olan öğrencilere sosyal becerilerin öğretimine ilişkin bilgi sahibi olma durumları, deneyimleri ve mesleki gelişim gereksinimlerinin ortaya konması amaçlanmaktadır. Araştırma nicel araştırma yöntemlerinden betimsel araştırma modeliyle tasarlanmıştır. Araştırma 120 katılımcı ile gerçekleştirilmiş olup veriler araştırmacılar tarafından geliştirilen “Gelişim Yetersizliği Olan Çocuklara Sosyal Becerilerin Öğretilmesine İlişkin Özel Eğitim ve Genel Eğitim Öğretmenlerinin Bilgi, Deneyim ve Mesleki Gelişim Gereksinimlerini Belirleme Anketi” ile toplanmıştır. Araştırma verileri betimsel olarak analiz edilmiştir. Araştırmanın bulgularına göre, katılımcıların en yüksek düzeyde bilgi sahibi oldukları uygulamanın video destekli uygulamalar olduğu, ancak katılımcıların hiçbirinin aile aracılı uygulamalar, matriks öğretimi ve umut vaad eden uygulamaları kullanmada kendilerini çok yeterli olarak değerlendirmedikleri görülmüştür. Katılımcıların hemen her öğretim uygulamasına ilişkin lisans ve /veya lisansüstü öğrenimleri sırasında ya da mesleki gelişim etkinliklerine katılarak eğitim aldıkları ve eğitimlerin niteliğini genellikle yeterli buldukları görülmüştür. Bulgular doğrultusunda; öğretmenlerin gelişim yetersizliği olan öğrencilere yönelik sosyal beceri öğretimi konusunda bilimsel-dayanaklı uygulamalara yer vererek öğretim yapmaları, umut vaad eden uygulamalar kapsamında lisans ve lisansüstü öğretimde bu uygulamaları içeren derslerin okutulması önerilebilir. Gelecek araştırmalarda gelişim yetersizliği olan çocuğa sahip ailelerin sosyal beceri ve sosyal becerilerin öğretimine ilişkin bilgi ve deneyimlerini belirlemeye yönelik araştırmalar gerçekleştirilebilir.

Keywords

• Gelişim yetersizliği
• Otizm spektrum bozukluğu
• Zihin yetersizliği
• Sosyal beceriler
• Sosyal beceri öğretimi

Supporting Institution

Yok

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