Özel Gereksinimli Bireylerle Çalışan Öğretmenlerin İnternet Güvenliği Becerilerine Yönelik Görüşleri

Year 2023, Volume: 36 Issue: 3, 818 - 839, 15.12.2023

Burak Bozak , Tuğba Sivrikaya , Evgin Çay

https://doi.org/10.19171/uefad.1309210

Abstract

Bu araştırmanın amacı, özel gereksinimli bireylerle çalışan öğretmenlerin internet güvenliği becerilerine yönelik görüşlerini belirlemektir. Araştırma nitel araştırma yöntemlerinden tipik durum çalışması yöntemi ile desenlenmiştir. Veriler, nitel araştırmalarda sıkça kullanılan yarı yapılandırılmış görüşme tekniği ile toplanmış ve betimsel analiz yöntemi ile analiz edilmiştir. Araştırmaya özel eğitim meslek okulunda çalışan ve yaşları 32-42 arasında değişen 14 öğretmen katılmıştır. Araştırmaya katılacak öğretmenlerin seçimi için ölçüt örnekleme yöntemi benimsenmiştir. Araştırmanın bulguları doğrultusunda, katılımcıların internet güvenliğini "İnternette güvenli dolaşım" ve "Kişisel bilgilerin korunması" olarak algıladığı belirlenmiştir. Özel gereksinimli bireylerin internet ortamında maruz kalabileceği tehlikeler arasında yabancıların tuzakları, uygunsuz içerikler ve bilgilerin üçüncü kişilerle paylaşılması gibi tehlikeler yer almıştır. Bu bireylerin doğru internet kullanımıyla psikolojik şiddetten korunabileceği ve güvende hissedebileceği vurgulanmıştır. Öğretmenlerin ve ebeveynlerin çocukları takip ederek istenmeyen içeriklerden korumasının önemli olduğu görülmüştür. Yanlış internet kullanımının özel gereksinimli bireylerin psikolojisini etkilediği ve sosyal hayatlarını olumsuz etkilediği ifade edilmiştir. Öğretmenler, öğrencilere ve ailelere bilgi vererek internet güvenliği becerilerini kazandırmaya çalıştığı görülmüştür.

Keywords

Güvenlik becerileri, İnternet güvenliği, İnternet güvenliği becerileri, Özel gereksinimli birey

Opinions of Teachers Working with Individuals with Special Needs on Internet Safety Skills

Abstract

This study aimed to determine the views of teachers working with individuals with special needs on internet safety skills. The research was designed with the typical case study method, one of the qualitative research methods. The data were collected by means of a semi-structured interview, which is frequently used in qualitative research, and analyzed by descriptive analysis method. Fourteen teachers working at Special Education Vocational School aged between 32-42 years old participated in the study. Criterion sampling method was adopted for the selection of teachers to participate in the study. In line with the findings of the study, it was determined that the participants perceived internet security as "safe roaming on the internet" and "protection of personal information". Among the dangers that individuals with special needs may be exposed to in the internet environment, there were dangers such as traps of strangers, inappropriate content and sharing information with third parties. However, it was found that, with proper internet use, these individuals can be protected from psychological violence and feel safe. It is important for teachers and parents to protect children from unwanted content by following them. It was stated that improper internet use affects the psychology of individuals with special needs and negatively affects their social lives, and that teachers tried to provide internet safety skills by giving information to students and families.

Keywords

Safety skills, Internet safety, Internet safety skills, Individual with special needs

References

• Blazer, C. (2012). Social Networking in Schools: Benefits and risks; review of the research; policy considerations; and current practices. Information Capsule, 1109. Research Services, Miami-Dade County Public Schools, 1-23. https://files.eric.ed.gov/fulltext/ED536527.pdf
• Borgström, Å., Daneback, K., & Molin, M. (2019). Young people with intellectual disabilities and social media: A literature review and thematic analysis. Scandinavian Journal of Disability Research, 21(1), 129-140. https://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1332692&dswid=4103
• Chiner, E., Gómez-Puerta, M., & Mengual-Andrés, S. (2021). Opportunities and hazards of the internet for students with intellectual disabilities: The views of pre-service and in-service teachers. International Journal of Disability, Development and Education, 68(4), 538-553. https://doi.org/10.1080/1034912X.2019.1696950
• Chadwick, D. D. (2019). Online risk for people with intellectual disabilities. Tizard Learning Disability Review, 24(4), 180-187. https://www.emerald.com/insight/content/doi/10.1108/TLDR-03-2019-0008/full/html?utm_campaign=Emerald_Health_PPV_Dec22_RoN
• Chadwick, D. D. (2022) "You want to know that you’re safe”: Experiences of risk, restriction and resilience online among people with an intellectual disability. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 16(3), Makale 8. https://doi.org/10.5817/CP2022-3-8
• Dedkova, L., Smahel, D., & Just, M. (2022). Digital security in families: the sources of information relate to the active mediation of internet safety and parental internet skills. Behaviour & Information Technology, 41(5), 1052-1064. https://doi.org/10.1080/0144929X.2020.1851769
• Dekavalla, M. (2022). Understanding online safety through metaphors: UK policymakers and industry discourses about the internet. Television & New Media, 23(8), 855-873. https://doi.org/10.1177/15274764211042077
• Delgado, P., Ávila, V., Fajardo, I., & Salmerón, L. (2019). Training young adults with intellectual disability to read critically on the internet. Journal of Applied Research in Intellectual Disabilities, 32(3), 666-677. https://doi.org/10.1111/jar.12562
• Didden, R., Scholte, R. H., Korzilius, H., De Moor, J. M., Vermeulen, A., O’Reilly, M., Lang, R., & Lancioni, G. E. (2009). Cyberbullying among students with intellectual and developmental disability in special education settings. Developmental Neurorehabilitation, 12(3), 146-151. https://doi.org/10.1080/17518420902971356
• Dixon, D. R., Bergstrom, R., Smith, M. N., & Tarbox, J. (2010). A review of research on procedures for teaching safety skills to persons with developmental disabilities. Research in developmental disabilities, 31(5), 985-994. https://doi.org/10.1016/j.ridd.2010.03.007
• Gómez-Puerta, M., & Chiner, E. (2020). Teachers’ perceptions on online behaviour of students with intellectual disability, risk mediation and training. European Journal of Special Needs Education, 35(4), 437-450. https://doi.org/10.1016/j.ridd.2010.03.007
• Jenaro, C., Flores, N., Vega, V., Cruz, M., Pérez, M. C., & Torres, V. A. (2018). Cyberbullying among adults with intellectual disabilities: Some preliminary data. Research in Developmental Disabilities, 72, 265-274. https://doi.org/10.1016/j.ridd.2017.12.006
• Kearney, K. B., & Bucholz, J. (2020). Teaching basic first aid skills to increase inclusive opportunities. DADD Online, 56.
• Livingstone, S., & Haddon, L. (2010). EU Kids online. Zeitschrift Für Psychologie/Journal of Psychology, 217(4), 236–239. https://www.researchgate.net/publication/263912808_EU_kids_online. https://doi.org/10.5817/cp2022-3-8
• Livingstone, S., Mascheroni, G., & Staksrud, E. (2018). European research on children’s internet use: Assessing the past and anticipating the future. New Media & Society, 20(3), 1103-1122. https://doi.org/10.1177/1461444816685930
• Livingstone, S., Mascheroni, G., Ólafsson, K. & Haddon, L. (2014). Children’s online risks and opportunities: comparative findings from eu kids online and net children go mobile. London: EU Kids Online and Net Children Go Mobile. https://pdfs.semanticscholar.org/6274/bb0ec8ddcaff96dcab29429838c6e65d3ccd.pdf
• Livingstone, S., & Stoilova, M. (2021). The 4Cs: Classifying online risk to children. (CO:RE short report series on key topics). Leibniz-Institut für Medienforschung, Hans-Bredow-Institut (HBI). https://doi.org/10.21241/ssoar.71817
• Livingstone, S., Stoilova, M., & Nandagiri, R. (2019). Children's data and privacy online: growing up in a digital age: an evidence review. London School of Economics and Political Science. http://eprints.lse.ac.uk/id/eprint/101283
• Livingstone, S., & Stoilova, M. (2019). Using global evidence to benefit children’s online opportunities and minimise risks. Contemporary Social Science, 213-226. https://doi.org/10.1080/21582041.2019.1608371
• Mazurek, M. O., & Wenstrup, C. (2013). Television, video game and social media use among children with ASD and typically developing siblings. Journal Of Autism And Developmental Disorders, 43, 1258-1271. https://doi.org/10.1007/s10803-012-1659-9
• Miltenberger, R. G., Sanchez, S., & Valbuena, D. A. (2015). Teaching safety skills to children. In H. S. Roane, J. E. Ringdahl, & T. Falcomata (Eds.), Clinical and organizational applications of applied behavior analysis (s. 477-499). https://doi.org/10.1016/B978-0-12-420249-8.00019-8.
• O'Keeffe, G. S., & Clarke-Pearson, K. (2011). The impact of social media on children, adolescents, and families. Pediatrics, 127(4), 800-804. https://doi.org/10.1542/peds.2011-0054
• Plichta, P. (2015). Prevalence of cyberbullying and other forms of online aggression among Polish students with mild intellectual disability. e-Methodology, (2), 112-127.
• Reid, J. A. (2018). Sex trafficking of girls with intellectual disabilities: An exploratory mixed methods study. Sexual Abuse, 30(2), 107-131. https://doi.org/10.1177/1079063216630981
• Rocheleau, J. N., Chalghoumi, H., Jutai, J., Farrell, S., Lachapelle, Y., & Cobigo, V. (2021). Caregivers' Role in Cybersecurity for Aging Information Technology Users with Intellectual Disabilities. Cyberpsychology, Behavior, and Social Networking, 24(9), 624-629. https://doi.org/10.1089/cyber.2020.0572
• Seale, J. (2014). The role of supporters in facilitating the use of technologies by adolescents and adults with learning disabilities: A place for positive risk-taking? European Journal of Special Needs Education, 29(2), 220-236. https://doi.org/10.1080/08856257.2014.906980
• Shari, A.M.J., Ahmad, M., Razali, R.R.R., & Sujak A.F.A. (2023). “Knowledge, Attitude, and Practices Towards Internet Safety and Security Among Generation Z in Malaysia: A Conceptual Paper.” Proceedings of the International Conference on Communication, Language, Education and Social Sciences. CLESS 2022, ASSEHR 704 Sareen Kaur Bhar & Hawa Rahmat (Ed.), .4-11. https://doi.org/10.2991/978-2-494069-61-9_2
• Summers, J., Tarbox, J., Findel-Pyles, R. S., Wilke, A. E., Bergstrom, R., & Williams, W. L. (2011). Teaching two household safety skills to children with autism. Research in Autism Spectrum Disorders, 5(1), 629-632. https://doi.org/10.1016/j.rasd.2010.07.008