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DETERMINING THE REASONS OF DIFFICULTIES OF STUDENTS WITH AUTISM SPECTRUM DISORDER IN ACQUIRING MATH SKILLS

Yıl 2020, Cilt: 20 Sayı: 4, 1743 - 1754, 15.12.2020

Ahmet Yıkmış Nesime Kübra Keskin

https://doi.org/10.17240/aibuefd.2020.20.58249-538683

Öz

The aim of this study is to determine reasons of the difficulties that students diagnosed with autism spectrum disorder experience in acquiring mathematics skills with the opinions of teachers. For this purpose, the opinions of teachers who have students diagnosed with autism in their class were taken. The case study design, one of the qualitative research approaches, was used to determine the teachers opinions. The interview technique was used by the benefit of semi-structured interview form to obtain the data. The study group of the research consists of 11 teachers who have students diagnosed with ASD in their class. The obtained data was analyzed with the descriptive analysis method. As a result of the study, it was seen that the difficulties encountered by students with autism in mathematics stemmed from some characteristic features of autism, the primary school mathematics curriculum, and the methods and techniques used in mathematics.

Anahtar Kelimeler

Autism spectrum disorder academic skills math skills special education

Kaynakça

  • Akçamete, A. G. (2010). Özel gereksinimli çocuklar. Kök Yayıncılık.
  • Allen, K. E., & Cowdery, G. E. (2015). The exceptional child: Inclusion in early childhood education. Wadsworth Cengage Learning.
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. American Psychiatric Publishing.
  • Arı, A. & Sönmez-Kartal, M. (2017). Özel eğitime giriş. Eğitim Yayınevi.
  • Banda, D. R., Hart, S. L., & Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders, 4(4), 619–625. https://doi.org/10.1016/j.rasd.2009.12.005
  • Barnett, J. E. H., & Cleary, S. (2015). Review of evidence- based mathematics ınterventions for students with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 50(2), 172-185.
  • Basil, C., & Reyes, S. (2003). Acquisition of literacy skills by children with severe disability. Child Language Teaching and Training in Developmental Disabilities, 19(1), 27-48. https://doi.org/ 10.1191/0265659003ct242oa
  • Bouck, E. C., Satsangi, R., Doughty, T. T., & Courtney, W. T. (2014). Virtual and concrete manipulatives: A comparison of approaches for solving mathematics problems for students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(1), 180-193. https://doi.org/10.1007/s10803-013-1863-2
  • Browder, D. M., Ahlgrim-Delzell, L., Courtade-Little, G., & Snell, M. (2006). General curriculum access. Instruction of Students with Severe Disabilities,6, 489-525.
  • Cavkaytar, A. (2015). Otizm spektrum bozukluğu. Aile ve Sosyal Politikalar Bakanlığı.
  • Chiang, H. M., & Lin, Y. H. (2007). Mathematical ability of students with Asperger syndrome and high-functioning autism: A review of literatüre. Autism, 11(6), 547–556. https://doi.org/10.1177/1362361307083259
  • Clark, K., & Green, G. (2004). Comparison of two procedures for teaching dictated- word/symbol relations to learners with autism. Journal of Applied Behavior Analysis, 37(4), 503-507. https://doi.org/10.1901/jaba.2004.37-503
  • Delano, M. (2007). Improving written language performance of adolescents with Asperger syndrome. Journal of Applied Behavior Analysis, 40(2), 345–351. https://doi.org/10.1901/jaba.2007.50-06
  • Donaldson, J., & Zager, D. (2010). Mathematics interventions for students with high functioning autism/Asperger’s syndrome. Teaching Exceptional Children, 42(6), 40–46.
  • Donlan, C., Cowan, R., Newton, E. J., & Lloyd, D. (2007). The role of language in mathematical development: Evidence from children with specific language impairments. Cognition, 103(1), 23-33. https://doi.org/10.1016/j.cognition.2006.02.007
  • Erbaş, D. (2008). Özel gereksinimli öğrencilere genel para kullanımını öğretme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 9(1), 35-52. https://doi.org/10.1016/j.cognition.2006.02.007
  • Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., El Zein, F., Klein Reutebuch, C., & Vaughn, S. (2014). Addressing the academic needs of adolescents with autism spectrum disorder in secondary education. Remedial and Special Education, 35(2), 68-79. https://doi.org/10.1177/0741932513518823
  • Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology, 97(3), 493-513. https://doi.org/10.1037/0022-0663.97.3.493
  • Hall, L. J. (2009). Autism spectrum disorders from theory to practice. Pearson Education, Inc.
  • Hartnedy, S., Mozzoni, M., & Fahoum, Y. (2005). The effect of fluency training on math and reading skills in neuropsychiatric diagnosis children: A multiple baseline design. Behavioral Interventions, 20(1), 27–36. https://doi.org/10.1002/bin.167
  • Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2009). Savant skills in autism: Psychometric approaches and parental reports. Philosophical Transactions of the Royal Society B. Biological Sciences, 364(1522), 1359–1367. https://doi.org/10.1098/rstb.2008.0328
  • Kurth, A. J., & Mastergeorge, A. M. (2010). Academic and cognitive profiles of students with autism: Implications for classroom practice and placement. International Journal of Special Education, 25(2), 8-14.
  • Mayes, S. D., & Calhoun, S. L. (2003). Analysis of WISC-III, Stanford-Binet: IV, and academic achievement test scores in children with autism. Journal of Autism and Developmental Disorders, 33(3), 329-341.
  • Millî Eğitim Bakanlığı [MEB]. (1997). 573 Sayılı Özel Eğitim Hakkında Kanun Hükmünde Kararname.
  • Moore, M., & Calvert, S. (2000). Vocabulary acquisition for children with autism: Teacher or computer instruction. Journal of Autis and Developmental Disorders, 30(4), 359–362.
  • Neuman, W. L., & Robson, K. (2014). Basics of social research. Pearson Canada.
  • Petursdottir, A. I., & Carr, J. E. (2011). A review of recommendations for sequencing receptive and expressive language instruction. Journal of Applied Behavior Analysis, 44(4), 859–876. https://doi.org/10.1901/jaba.2011.44-859
  • Plavnick, J. B., & Ferreri, S. J. (2011). Establishing verbal repertoires in children with autism using function-based video modeling. Journal of Applied Behavior Analysis, 44(4), 747–766. https://doi.org/10.1901/jaba.2011.44-747
  • Polat-Unutkan, Ö. (2007). Okul öncesi dönem çocuklarının matematik becerileri açısından ilköğretime hazır bulunuşluğunun incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 243-254.
  • Siegel, D. J., Goldstein, G., & Minshew, N. J. (1996). Designing instruction for the high-functioning autistic individual. Journal of Developmental and Physical Disabilities, 8(1), 1–19.
  • Stewart, C. J., & Cash, W. B. (1985). Interviewing: Principles and practices. Brown Pub.
  • Strauss, A., & Corbin, J. (2014). Basics of qualitative research techniques. Sage Publications.
  • Tekin-İftar, E. (Ed.). (2013). Otizm spektrum bozukluğu olan çocuklar ve eğitimleri. Vize Basın Yayın.
  • Tucker, B. F., Singleton, A. H., & Weaver, T. L. (2002). Teaching mathematics to all children: Designing and adapting instruction to meet the needs of diverse learners. Merrill Prentice-Hall.
  • Wang, P., & Spillane, A. (2009). Evidence-based social skills interventions for children with autism: A meta-analysis. Education and Training in Developmental Disabilities, 44(3), 318-342.
  • Wei, X., Christiano, E. R., Yu, J. W., Wagner, M., & Spiker, D. (2015). Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder. Autism, 19(2), 200–210. https://doi.org/10.1177/1362361313516549
  • Whitby, P. J. S. (2012). The effects of Solve It! on the mathematical word problem solving ability of adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28(2), 78-88. https://doi.org/10.1177/1088357612468764
  • Yıkmış, A. (2007). Etkileşime dayalı matematik öğretimi. Kök Yayıncılık.
  • Yosunkaya, E. (2013). Otizm etyolojisinde genetik ve güncel perspektif. İstanbul Tıp Fakültesi Dergisi, 76(4), 84-88.

OTİZM SPEKTRUM BOZUKLUĞU OLAN ÖĞRENCİLERİN MATEMATİK BECERİLERİNİ EDİNMEDE YAŞADIKLARI GÜÇLÜKLERİN NEDENLERİNİN BELİRLENMESİ

Yıl 2020, Cilt: 20 Sayı: 4, 1743 - 1754, 15.12.2020

Ahmet Yıkmış Nesime Kübra Keskin

https://doi.org/10.17240/aibuefd.2020.20.58249-538683

Öz

Bu araştırmanın amacı, otizm spektrum bozukluğu tanısı almış öğrencilerin matematik becerilerini edinmede yaşadıkları güçlüklerin nedenlerinin öğretmen görüşleri ile belirlenmesidir. Bu amaç doğrultusunda sınıfında OSB tanısı almış öğrencisi olan öğretmenlerin görüşlerine başvurulmuştur. Öğretmenlerin görüşlerini belirlemek için nitel araştırma yaklaşımlarından durum çalışması deseni kullanılmıştır. Verilerin elde edilmesinde görüşme tekniği kullanılarak yarı yapılandırılmış görüşme formundan yararlanılmıştır. Araştırmanın çalışma grubunu sınıfında OSB tanısı almış öğrencisi bulunan 11 öğretmen oluşturmaktadır. Elde edilen verilerin çözümlenmesinde betimsel analiz kullanılmıştır. Araştırmanın sonucunda OSB’li öğrencilerin matematik öğretiminde karşılaştıkları güçlüklerin OSB’nin bazı karakteristik özelliklerinden, ilkokul matematik dersi öğretim programından ve matematik yöntem ve tekniklerinden kaynaklandığı görülmüştür.

Anahtar Kelimeler

Otizm spektrum bozukluğu akademik beceriler matematik becerileri özel eğitim

Kaynakça

  • Akçamete, A. G. (2010). Özel gereksinimli çocuklar. Kök Yayıncılık.
  • Allen, K. E., & Cowdery, G. E. (2015). The exceptional child: Inclusion in early childhood education. Wadsworth Cengage Learning.
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. American Psychiatric Publishing.
  • Arı, A. & Sönmez-Kartal, M. (2017). Özel eğitime giriş. Eğitim Yayınevi.
  • Banda, D. R., Hart, S. L., & Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders, 4(4), 619–625. https://doi.org/10.1016/j.rasd.2009.12.005
  • Barnett, J. E. H., & Cleary, S. (2015). Review of evidence- based mathematics ınterventions for students with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 50(2), 172-185.
  • Basil, C., & Reyes, S. (2003). Acquisition of literacy skills by children with severe disability. Child Language Teaching and Training in Developmental Disabilities, 19(1), 27-48. https://doi.org/ 10.1191/0265659003ct242oa
  • Bouck, E. C., Satsangi, R., Doughty, T. T., & Courtney, W. T. (2014). Virtual and concrete manipulatives: A comparison of approaches for solving mathematics problems for students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(1), 180-193. https://doi.org/10.1007/s10803-013-1863-2
  • Browder, D. M., Ahlgrim-Delzell, L., Courtade-Little, G., & Snell, M. (2006). General curriculum access. Instruction of Students with Severe Disabilities,6, 489-525.
  • Cavkaytar, A. (2015). Otizm spektrum bozukluğu. Aile ve Sosyal Politikalar Bakanlığı.
  • Chiang, H. M., & Lin, Y. H. (2007). Mathematical ability of students with Asperger syndrome and high-functioning autism: A review of literatüre. Autism, 11(6), 547–556. https://doi.org/10.1177/1362361307083259
  • Clark, K., & Green, G. (2004). Comparison of two procedures for teaching dictated- word/symbol relations to learners with autism. Journal of Applied Behavior Analysis, 37(4), 503-507. https://doi.org/10.1901/jaba.2004.37-503
  • Delano, M. (2007). Improving written language performance of adolescents with Asperger syndrome. Journal of Applied Behavior Analysis, 40(2), 345–351. https://doi.org/10.1901/jaba.2007.50-06
  • Donaldson, J., & Zager, D. (2010). Mathematics interventions for students with high functioning autism/Asperger’s syndrome. Teaching Exceptional Children, 42(6), 40–46.
  • Donlan, C., Cowan, R., Newton, E. J., & Lloyd, D. (2007). The role of language in mathematical development: Evidence from children with specific language impairments. Cognition, 103(1), 23-33. https://doi.org/10.1016/j.cognition.2006.02.007
  • Erbaş, D. (2008). Özel gereksinimli öğrencilere genel para kullanımını öğretme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 9(1), 35-52. https://doi.org/10.1016/j.cognition.2006.02.007
  • Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., El Zein, F., Klein Reutebuch, C., & Vaughn, S. (2014). Addressing the academic needs of adolescents with autism spectrum disorder in secondary education. Remedial and Special Education, 35(2), 68-79. https://doi.org/10.1177/0741932513518823
  • Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology, 97(3), 493-513. https://doi.org/10.1037/0022-0663.97.3.493
  • Hall, L. J. (2009). Autism spectrum disorders from theory to practice. Pearson Education, Inc.
  • Hartnedy, S., Mozzoni, M., & Fahoum, Y. (2005). The effect of fluency training on math and reading skills in neuropsychiatric diagnosis children: A multiple baseline design. Behavioral Interventions, 20(1), 27–36. https://doi.org/10.1002/bin.167
  • Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2009). Savant skills in autism: Psychometric approaches and parental reports. Philosophical Transactions of the Royal Society B. Biological Sciences, 364(1522), 1359–1367. https://doi.org/10.1098/rstb.2008.0328
  • Kurth, A. J., & Mastergeorge, A. M. (2010). Academic and cognitive profiles of students with autism: Implications for classroom practice and placement. International Journal of Special Education, 25(2), 8-14.
  • Mayes, S. D., & Calhoun, S. L. (2003). Analysis of WISC-III, Stanford-Binet: IV, and academic achievement test scores in children with autism. Journal of Autism and Developmental Disorders, 33(3), 329-341.
  • Millî Eğitim Bakanlığı [MEB]. (1997). 573 Sayılı Özel Eğitim Hakkında Kanun Hükmünde Kararname.
  • Moore, M., & Calvert, S. (2000). Vocabulary acquisition for children with autism: Teacher or computer instruction. Journal of Autis and Developmental Disorders, 30(4), 359–362.
  • Neuman, W. L., & Robson, K. (2014). Basics of social research. Pearson Canada.
  • Petursdottir, A. I., & Carr, J. E. (2011). A review of recommendations for sequencing receptive and expressive language instruction. Journal of Applied Behavior Analysis, 44(4), 859–876. https://doi.org/10.1901/jaba.2011.44-859
  • Plavnick, J. B., & Ferreri, S. J. (2011). Establishing verbal repertoires in children with autism using function-based video modeling. Journal of Applied Behavior Analysis, 44(4), 747–766. https://doi.org/10.1901/jaba.2011.44-747
  • Polat-Unutkan, Ö. (2007). Okul öncesi dönem çocuklarının matematik becerileri açısından ilköğretime hazır bulunuşluğunun incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 243-254.
  • Siegel, D. J., Goldstein, G., & Minshew, N. J. (1996). Designing instruction for the high-functioning autistic individual. Journal of Developmental and Physical Disabilities, 8(1), 1–19.
  • Stewart, C. J., & Cash, W. B. (1985). Interviewing: Principles and practices. Brown Pub.
  • Strauss, A., & Corbin, J. (2014). Basics of qualitative research techniques. Sage Publications.
  • Tekin-İftar, E. (Ed.). (2013). Otizm spektrum bozukluğu olan çocuklar ve eğitimleri. Vize Basın Yayın.
  • Tucker, B. F., Singleton, A. H., & Weaver, T. L. (2002). Teaching mathematics to all children: Designing and adapting instruction to meet the needs of diverse learners. Merrill Prentice-Hall.
  • Wang, P., & Spillane, A. (2009). Evidence-based social skills interventions for children with autism: A meta-analysis. Education and Training in Developmental Disabilities, 44(3), 318-342.
  • Wei, X., Christiano, E. R., Yu, J. W., Wagner, M., & Spiker, D. (2015). Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder. Autism, 19(2), 200–210. https://doi.org/10.1177/1362361313516549
  • Whitby, P. J. S. (2012). The effects of Solve It! on the mathematical word problem solving ability of adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28(2), 78-88. https://doi.org/10.1177/1088357612468764
  • Yıkmış, A. (2007). Etkileşime dayalı matematik öğretimi. Kök Yayıncılık.
  • Yosunkaya, E. (2013). Otizm etyolojisinde genetik ve güncel perspektif. İstanbul Tıp Fakültesi Dergisi, 76(4), 84-88.
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Ahmet Yıkmış 0000-0002-1143-1207

Nesime Kübra Keskin Bu kişi benim 0000-0002-2041-5049

Yayımlanma Tarihi 15 Aralık 2020
Gönderilme Tarihi 12 Mart 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 20 Sayı: 4

Kaynak Göster

APA Yıkmış, A., & Keskin, N. K. (2020). OTİZM SPEKTRUM BOZUKLUĞU OLAN ÖĞRENCİLERİN MATEMATİK BECERİLERİNİ EDİNMEDE YAŞADIKLARI GÜÇLÜKLERİN NEDENLERİNİN BELİRLENMESİ. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(4), 1743-1754. https://doi.org/10.17240/aibuefd.2020.20.58249-538683
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