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A Historical Overview of Mild Intellectual Disability: Transition from A Clinical Approach to A Multi-dimensional Approach

Yıl 2020, Cilt: 10 Sayı: 1, 629 - 653, 31.01.2020

Tahir Mete Artar Atilla Cavkaytar

https://doi.org/10.18039/ajesi.682119

Öz

The aim of this study is to explain the development of the studies related to mild intellectual disability in the historical process and to discuss the current approaches towards individuals with mild intellectual disabilities. For this purpose, theories and approaches explaining the intellectual disability from the past to the present are given based on the literature review. Individuals with mild intellectual disability constitute an important part of individuals with mental insufficiency in terms of prevalence. Mild intellectual disability is differs in etiological terms with moderate and severe intellectual disability. Adoption of clinical approaches that take the only criterion into the diagnosis and classification of mild intellectual disability, which is closely associated with socio-economic variables, causes problems. In order to overcome these problems, multidimensional approach has emerged as the most up-to-date approach in the diagnosis and classification of individuals with intellectual disability in accordance with sociological and philosophical changes in society. As a result, the multidimensional approach takes into account the components that include the level of intellectual functioning, adaptive behavior, level of participation, context characteristics and the support that it needs in the process of diagnosis and classification. In line with this approach, it may be advisable to adopt an approach towards the intensity of support needs, including support for the needs of individuals with mild intellectual disability.

Anahtar Kelimeler

Mild intellectual disability diagnosis and classification support needs

Kaynakça

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. BMC Med, 17, 133-137.
  • Arnold, S., Riches, V. C. & Stancliffe R. J. (2015). Does a measure of support needs predict funding need better than a measure of adaptive and maladaptive behavior? American Journal on Intellectual and Developmenbtal Disabilities, 120 (5), 375, 394.
  • Beirne-Smith, M., Patton, J. R. & Kim, S. H. (2006). Mental retardation: An introduction to intellectual disability. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
  • Bradley, V. J., Bershadsky, J., Giordano, S., Hiersteiner, D., Kennedy-Lizotte, R. and Butterworth, J. (2015). Employing people with ıntellectual and developmental disabilities: Current status and emerging best practices. (In) AAIDD (Ed.) Way leads on to way: Paths to employment for people with intellectual disability (s. 3-30). Washington, DC: American Association on Intellectual and Developmental Disabilities.
  • Bryant, D. P., Deutsch-Smith, D. D. & Bryant, B. R. (2008). Teaching students with special needs in inclusive clasrooms. Pearson: Boston.
  • Cavkaytar, A. (2010). Toplum ve aile. A. Cavkaytar (Ed.) Özel eğitimde aile eğitimi ve rehberliği içinde (s. 4-18). Maya Akademi.
  • Cavkaytar, A., Batu, S. & Çetin, O. B. (2006). Gelişim geriliği olan çocuğa sahip ailelerin sosyo-ekonomik ve demografik özellikleri arasındaki ilişkiler. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi.
  • Constant J. (2014) Pioneers in child and adolescent psychiatry Jean Marc Gaspard Itard (1774–1838), Neuropsychiatrie de l’enfance et de l’adolescence, 62, (2014) 128–130
  • Dalemans, R. J., De Witte, L. P., Wade, D. T. & Van den Heuvel, W. J. (2008). A description of social participation in working-age persons with aphasia: A review of the literature. Aphasiology, 22(10), 1071–1091.
  • Darwin, C. (2009). Türlerin kökeni (7. Baskı). S. Belli (Çev.) Onur Yayınları.
  • Dean, E. E., Fisher, K. W., Shogren, K. A. & Wehmeyer M. L. (2016). Participation and intellectual disability: A review of the literature. Intellectual and Developmental Disabilities, 54(6), 427, 439.
  • Devlieger, P. (2003). Rethinking disability: The emergence of new definitions, concepts and communities. Garant.
  • Devlieger, P., Rusch, F. & Pfeiffer, D. (2003). Rethinking disability as same and different! Towards a cultural model of disability. (In) P. Devlieger (Eds). Rethinking disability: The emergence of new definitions, concepts, and communities (p. 9-16). Garant.
  • Felce, D., Perry, J., Romeo, R., Robertson, J., Meek, A., Emerson, E. & Knapp, M. (2008). Outcomes and costs of community living: semi-independent living and fully staffed group homes. American Journal on Mental Retardation, 113(2), 87-101.
  • Fujiura, G. T. & Yamaki, K. (2000). Trends in demography of childhood poverty and disability. Exceptional Children, 66(2), 187-199.
  • Fujiura, G. T. (2003). Continuum of intellectual disability: demographic evidence for the “forgotten generation”. Mental Retardation, 41(6), 420-429.
  • Garbarino, J. & Ganzel, B. (2000). The human ecology of early risk. Handbook of early childhood intervention, 2, 76-93.
  • Gargiulo, R. M. (2010). Special education in contemporary society: An introduction to exceptionality. Sage.
  • Gustafsson, C., Öjehagen, A., Hansson, L., Sandlund, M., Nyström, M., Glad, J., Cruce, G., Jonsson, A. & Fredriksson, M. (2009). Effects of psychosocial interventions for people with intellectual disabilites and mental health problems. Research on Social Work Practice, 19(3), 281-290.
  • Gutek, G. L. (2001). Historical and philosophical foundations of education: Selected readings. Prentice Hall.
  • Hallahan, D. P. & Kauffman, J. M. (2003). Exceptional learners: Introduction to special education. (9th ed.). Boston: Allyn and Bacon.
  • Hart, B. & Risley, T. R. (1995). Meaningful differences in the everyday life of America’s children. Baltimore, MD: Paul Brookes.
  • Heber, R. (1961). Modifications in the manual on terminology and classification in mental retardation. American Journal of Mental Deficiency.
  • Henley, M., Ramsey, R. S. & Algozzine, R. F. (2006). Characteristics of and Strategies for Teaching Students with Mild Disabilities (4th ed.). Boston: Pearson/Allyn & Bacon.
  • Kaiser, A. P. & Delaney, E. M. (1996). The effects of poverty on parenting young children. Peabody Journal of Education, 71(4), 66-85.
  • Kirman B. & Bicknell, J. ( 1975). Mental Handicap. Harcourt Brace/Churchill Livingstone.
  • Loprest, P. & Acs, G. (1996). Profile of Disability Among AFDC Families.
  • Luckasson, R. & Schalock, R. L. (2013). Defining and applying a functionality approach to intellectual disability. Journal of Intellectual Disability Research, 57(7), 657-668.
  • MacMillan, D. L., Siperstein, G. N., & Gresham, F. M. (1996). A challenge to the viability of mild mental retardation as a diagnostic category. Exceptional Children, 62, 356–371.
  • McGurk, S. R. & Mueser, K. T. (2006). Strategies for coping with cognitive impairments of clients in supported employment. Psychiatric Services, 57(10), 1421-1429.
  • Milli Eğitim Bakanlığı. (2018). Özel Eğitim Hizmetleri Yönetmeliği. Ankara: Özel Eğitim Rehberlik ve Danışma Hizmetleri Genel Müdürlüğü.
  • National Research Council. (2002). Minority students in special and gifted education. National Academies Press.
  • Pharoah, F., Mari, J., Rathbone, J. & Wong, W. (2010). Family intervention for schizophrenia. The Cochrane database of systematic reviews, (12), CD000088.
  • Polloway, E. A., Lubin, J., Smith, J. D. & Patton, J. R. (2010). Mild intellectual disabilities: Legacies and trends in concepts and educational practices. Education and Training in Autism and Developmental Disabilities.45 (1), 54-68.
  • Reference Center for Phychosocial Support (2018). Phychosocial interventions: A Handbook. American Red Cross: New York.
  • Schalock, R. L. & Luckasson, R. (2013). What's at stake in the lives of people with intellectual disability? Part I: The power of naming, defining, diagnosing, classifying, and planning supports. Intellectual and Developmental Disabilities, 51(2), 86-93.
  • Schalock, R. L. & Verdugo, M. A. (2002). Handbook of quality of life for human service practitioners. Washington, DC: American Association on Mental Retardation.
  • Schalock, R. L., Borthwick-Duffy, S. A., Bradley, V. J., Buntinx, W. H. E., Coulter, D. L., Craig, E. M., .... & Yeager, M. H. (2010). Intellectual disability: Diagnosis, classification and systems of support, 11th edt. American Association on Intellectual and Developmental Disabilities, Washington, DC.
  • Schalock, R. L. (2017). Introduction to the special issue on disability policy in a time of change. Intellectual and Developmental Disabilities, 55 (4), 215-222.
  • Schalock, R. L., Luckasson, R., Tassé, M. J. & Verdugo, M. A. (2018). A holistic theoretical approach to intellectual disability: Going beyond the four current perspectives. Intellectual and developmental disabilities, 56(2), 79-89.
  • Shogren, K. A., Luckasson, R. & Schalock, R. L. (2017). An integrated approach to disability policy development, implementation, and evaluation. Intellectual and Developmental Disabilities, 55, 258–268.
  • Shogren, K. A., Schalock, R. L. & Luckasson, R. (2018). The Use of a Context‐Based Change Model to Unfreeze the Status Quo and Drive Valued Outcomes. Journal of Policy and Practice in Intellectual Disabilities, 15(2), 101-109.
  • Sitlington, P. L., Neubert, D. A., Clark, G. M. & Oliver P. (2010). Transition education and services for students with disabilities (5th Ed.). Upper Saddle River, New Jersey: Merill Pearson.
  • Skiba, R. J., Poloni-Staudinger, L., Gallini, S., Simmons, A. B. & Feggins-Azziz, R. (2006). Disparate access: The disproportionality of African American students with disabilities across educational environments. Exceptional Children, 72(4), 411-424.
  • Skiba, R. J., Simmons, A. B., Ritter, S., Gibb, A. C., Rausch, M. K., Cuadrado, J. & Chung, C. G. (2008). Achieving equity in special education: History, status, and current challenges. Exceptional Children, 74(3), 264-288.
  • Smith, J. D. & Polloway, E. A. (2014). Before Itard: Intellectual disability and the enlightened voice of Daniel Defoe. Intellectual and developmental disabilities, 52(6), 470-474.
  • Snell, M. E., Luckasson, R., Borthwick-Duffy, W. S., Bradley, V., Buntinx, W. H., Coulter, D. L., ... & Schalock, R. L. (2009). Characteristics and needs of people with intellectual disability who have higher IQs. Intellectual and Developmental Disabilities, 47(3), 220-233.
  • Stancliffe, R. J. & Lakin, K. C. (2007). Independent living. Handbook of developmental disabilities, 429-448.
  • Stiker, H. J. ( 1997). A History of Disability. University of Michigan Press.
  • Tarrier, N. (2005) Cognitive behaviour therapy for schizophrenia – A review of development, evidence and implementation. Psychotherapy and Psychosomatics, 74, 136–144.
  • Thompson, J. R., Tassé, M. J. & McLaughlin, C. A. (2008). Interrater reliability of the Supports Intensity Scale (SIS). American Journal on Mental Retardation, 113(3), 231-237.
  • Thompson, J. R., Wehmeyer, M. L., Hughes, C., Shogren, K. A., Palmer, S. B. & Seo, H. (2014). The Supports Intensity Scale–Children's Version: Preliminary Reliability and Validity. Inclusion, 2(2), 140-149.
  • Turnbull, A. P., Turnbull, H. R., Erwin, E. & Soodak, L. (2006). Professionals, families, and exceptionality: Enhancing outcomes through partnerships and trust. Upper Saddle River, NJ: Merrill.
  • Türkiye İstatistik Kurumu. (2002). Türkiye özürlüler araştırması. T. C. Başbakanlık Devlet İstatistik Kurumu Başkanlığı. Ankara: Devlet İstatistik Enstitüsü Matbaası.
  • Tymchuk, A., Lakin, C. & Luckasson, R. (Eds.). (2001). The forgotten generation: The status and challenges of adults with mild cognitive limitations. Baltimore: Brookes.
  • U.S. Department of Education. (2007). 27th annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
  • Drenth, A. (2015). Sensorial experiences and childhood: nineteenth-century care for children with idiocy. Paedagogica Historica, 51(5), 560-578.
  • Wehman, P. (2013). Transition: New horizons and challenges. (In) P. Wehman (Eds.) Life beyond the classroom: Transition strategies for yopung people with disabilities (p. 3-40). Baltimore, MD: Paul H.
  • Williamson, P., McLeaskey, J., Hoppey, D. & Rentz, T. (2006). Educating students with mental retardation in general education classrooms. Exceptional Children, 72, 347–361.
  • World Health Organization. (2007). International Classification of Functioning, Disability, and Health: Children & Youth Version: ICF-CY. World Health Organization.
  • World Health Organizations & World Bank. (2011). World Report on Disability. WHO Press: Malta. http://www.who.int/disabilities/world_report/2011/report.pdf (ErişimTarihi:11.12.2018).
  • Ysseldyke, J. E. & Algozzine, B. (1995). An introduction to special education. Boston Houghton, Mittlin.

Hafif Düzeyde Zihin Yetersizliğine Tarihsel Bir Bakış: Klinik Yaklaşımdan Çok Boyutlu Yaklaşıma Geçiş

Yıl 2020, Cilt: 10 Sayı: 1, 629 - 653, 31.01.2020

Tahir Mete Artar Atilla Cavkaytar

https://doi.org/10.18039/ajesi.682119

Öz

Bu çalışmanın amacı, hafif düzeyde zihin yetersizliği alanına ilişkin çalışmaların tarihsel süreç içerisinde gelişimini ve hafif düzeyde zihin yetersizliği olan bireylere yönelik güncel yaklaşımları tartışarak bir derleme çalışması şeklinde sunmaktır. Bu amaçla geçmişten günümüze zihin yetersizliğini açıklayan kuram ve yaklaşımlar alanyazın incelemesine dayalı olarak verilmiştir. Hafif düzeyde zihin yetersizliği olan bireyler, zihin yetersizliği olan bireylerin önemli bir bölümünü oluşturmaktadır. Hafif düzeyde zihin yetersizliği orta ve ağır düzeyde zihin yetersizliğiyle etiyolojik açıdan farklılık göstermektedir. Sosyo-ekonomik değişkenlerle yakından ilişkili olan hafif düzeyde zihin yetersizliğinin tanılanması ve sınıflandırılmasında tek ölçütü göz önünde bulunduran klinik yaklaşımların benimsenmesi sorunlara neden olmaktadır. Bu sorunların üstesinden gelmek amacıyla sosyolojik ve felsefi değişimler doğrultusunda zihin yetersizliği olan bireylerin tanılanması ve sınıflandırılmasında en güncel yaklaşım olarak çok boyutlu yaklaşım ön plana çıkmıştır. Sonuç olarak çok boyutlu yaklaşım tanılama ve sınıflandırma süreçlerinde bireyin zihinsel işlevde bulunma düzeyini, uyumsal davranışlarını, sağlık durumunu, katılım düzeyini, bağlam özelliklerini ve gereksinim duyduğu destekleri içeren bileşenleri göz önünde bulundurmaktadır. Bu yaklaşım doğrultusunda hafif düzeyde zihin yetersizliği olan bireylere sunulacak hizmetlerin etiketleme yapılmaksızın ve gereksinim duyulan desteklere göre belirlenmesini içeren bir yaklaşıma geçilmesi önerilebilir.

Anahtar Kelimeler

Hafif düzeyde zihin yetersizliği tanılama ve değerlendirme destek gereksinimleri

Kaynakça

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. BMC Med, 17, 133-137.
  • Arnold, S., Riches, V. C. & Stancliffe R. J. (2015). Does a measure of support needs predict funding need better than a measure of adaptive and maladaptive behavior? American Journal on Intellectual and Developmenbtal Disabilities, 120 (5), 375, 394.
  • Beirne-Smith, M., Patton, J. R. & Kim, S. H. (2006). Mental retardation: An introduction to intellectual disability. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
  • Bradley, V. J., Bershadsky, J., Giordano, S., Hiersteiner, D., Kennedy-Lizotte, R. and Butterworth, J. (2015). Employing people with ıntellectual and developmental disabilities: Current status and emerging best practices. (In) AAIDD (Ed.) Way leads on to way: Paths to employment for people with intellectual disability (s. 3-30). Washington, DC: American Association on Intellectual and Developmental Disabilities.
  • Bryant, D. P., Deutsch-Smith, D. D. & Bryant, B. R. (2008). Teaching students with special needs in inclusive clasrooms. Pearson: Boston.
  • Cavkaytar, A. (2010). Toplum ve aile. A. Cavkaytar (Ed.) Özel eğitimde aile eğitimi ve rehberliği içinde (s. 4-18). Maya Akademi.
  • Cavkaytar, A., Batu, S. & Çetin, O. B. (2006). Gelişim geriliği olan çocuğa sahip ailelerin sosyo-ekonomik ve demografik özellikleri arasındaki ilişkiler. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi.
  • Constant J. (2014) Pioneers in child and adolescent psychiatry Jean Marc Gaspard Itard (1774–1838), Neuropsychiatrie de l’enfance et de l’adolescence, 62, (2014) 128–130
  • Dalemans, R. J., De Witte, L. P., Wade, D. T. & Van den Heuvel, W. J. (2008). A description of social participation in working-age persons with aphasia: A review of the literature. Aphasiology, 22(10), 1071–1091.
  • Darwin, C. (2009). Türlerin kökeni (7. Baskı). S. Belli (Çev.) Onur Yayınları.
  • Dean, E. E., Fisher, K. W., Shogren, K. A. & Wehmeyer M. L. (2016). Participation and intellectual disability: A review of the literature. Intellectual and Developmental Disabilities, 54(6), 427, 439.
  • Devlieger, P. (2003). Rethinking disability: The emergence of new definitions, concepts and communities. Garant.
  • Devlieger, P., Rusch, F. & Pfeiffer, D. (2003). Rethinking disability as same and different! Towards a cultural model of disability. (In) P. Devlieger (Eds). Rethinking disability: The emergence of new definitions, concepts, and communities (p. 9-16). Garant.
  • Felce, D., Perry, J., Romeo, R., Robertson, J., Meek, A., Emerson, E. & Knapp, M. (2008). Outcomes and costs of community living: semi-independent living and fully staffed group homes. American Journal on Mental Retardation, 113(2), 87-101.
  • Fujiura, G. T. & Yamaki, K. (2000). Trends in demography of childhood poverty and disability. Exceptional Children, 66(2), 187-199.
  • Fujiura, G. T. (2003). Continuum of intellectual disability: demographic evidence for the “forgotten generation”. Mental Retardation, 41(6), 420-429.
  • Garbarino, J. & Ganzel, B. (2000). The human ecology of early risk. Handbook of early childhood intervention, 2, 76-93.
  • Gargiulo, R. M. (2010). Special education in contemporary society: An introduction to exceptionality. Sage.
  • Gustafsson, C., Öjehagen, A., Hansson, L., Sandlund, M., Nyström, M., Glad, J., Cruce, G., Jonsson, A. & Fredriksson, M. (2009). Effects of psychosocial interventions for people with intellectual disabilites and mental health problems. Research on Social Work Practice, 19(3), 281-290.
  • Gutek, G. L. (2001). Historical and philosophical foundations of education: Selected readings. Prentice Hall.
  • Hallahan, D. P. & Kauffman, J. M. (2003). Exceptional learners: Introduction to special education. (9th ed.). Boston: Allyn and Bacon.
  • Hart, B. & Risley, T. R. (1995). Meaningful differences in the everyday life of America’s children. Baltimore, MD: Paul Brookes.
  • Heber, R. (1961). Modifications in the manual on terminology and classification in mental retardation. American Journal of Mental Deficiency.
  • Henley, M., Ramsey, R. S. & Algozzine, R. F. (2006). Characteristics of and Strategies for Teaching Students with Mild Disabilities (4th ed.). Boston: Pearson/Allyn & Bacon.
  • Kaiser, A. P. & Delaney, E. M. (1996). The effects of poverty on parenting young children. Peabody Journal of Education, 71(4), 66-85.
  • Kirman B. & Bicknell, J. ( 1975). Mental Handicap. Harcourt Brace/Churchill Livingstone.
  • Loprest, P. & Acs, G. (1996). Profile of Disability Among AFDC Families.
  • Luckasson, R. & Schalock, R. L. (2013). Defining and applying a functionality approach to intellectual disability. Journal of Intellectual Disability Research, 57(7), 657-668.
  • MacMillan, D. L., Siperstein, G. N., & Gresham, F. M. (1996). A challenge to the viability of mild mental retardation as a diagnostic category. Exceptional Children, 62, 356–371.
  • McGurk, S. R. & Mueser, K. T. (2006). Strategies for coping with cognitive impairments of clients in supported employment. Psychiatric Services, 57(10), 1421-1429.
  • Milli Eğitim Bakanlığı. (2018). Özel Eğitim Hizmetleri Yönetmeliği. Ankara: Özel Eğitim Rehberlik ve Danışma Hizmetleri Genel Müdürlüğü.
  • National Research Council. (2002). Minority students in special and gifted education. National Academies Press.
  • Pharoah, F., Mari, J., Rathbone, J. & Wong, W. (2010). Family intervention for schizophrenia. The Cochrane database of systematic reviews, (12), CD000088.
  • Polloway, E. A., Lubin, J., Smith, J. D. & Patton, J. R. (2010). Mild intellectual disabilities: Legacies and trends in concepts and educational practices. Education and Training in Autism and Developmental Disabilities.45 (1), 54-68.
  • Reference Center for Phychosocial Support (2018). Phychosocial interventions: A Handbook. American Red Cross: New York.
  • Schalock, R. L. & Luckasson, R. (2013). What's at stake in the lives of people with intellectual disability? Part I: The power of naming, defining, diagnosing, classifying, and planning supports. Intellectual and Developmental Disabilities, 51(2), 86-93.
  • Schalock, R. L. & Verdugo, M. A. (2002). Handbook of quality of life for human service practitioners. Washington, DC: American Association on Mental Retardation.
  • Schalock, R. L., Borthwick-Duffy, S. A., Bradley, V. J., Buntinx, W. H. E., Coulter, D. L., Craig, E. M., .... & Yeager, M. H. (2010). Intellectual disability: Diagnosis, classification and systems of support, 11th edt. American Association on Intellectual and Developmental Disabilities, Washington, DC.
  • Schalock, R. L. (2017). Introduction to the special issue on disability policy in a time of change. Intellectual and Developmental Disabilities, 55 (4), 215-222.
  • Schalock, R. L., Luckasson, R., Tassé, M. J. & Verdugo, M. A. (2018). A holistic theoretical approach to intellectual disability: Going beyond the four current perspectives. Intellectual and developmental disabilities, 56(2), 79-89.
  • Shogren, K. A., Luckasson, R. & Schalock, R. L. (2017). An integrated approach to disability policy development, implementation, and evaluation. Intellectual and Developmental Disabilities, 55, 258–268.
  • Shogren, K. A., Schalock, R. L. & Luckasson, R. (2018). The Use of a Context‐Based Change Model to Unfreeze the Status Quo and Drive Valued Outcomes. Journal of Policy and Practice in Intellectual Disabilities, 15(2), 101-109.
  • Sitlington, P. L., Neubert, D. A., Clark, G. M. & Oliver P. (2010). Transition education and services for students with disabilities (5th Ed.). Upper Saddle River, New Jersey: Merill Pearson.
  • Skiba, R. J., Poloni-Staudinger, L., Gallini, S., Simmons, A. B. & Feggins-Azziz, R. (2006). Disparate access: The disproportionality of African American students with disabilities across educational environments. Exceptional Children, 72(4), 411-424.
  • Skiba, R. J., Simmons, A. B., Ritter, S., Gibb, A. C., Rausch, M. K., Cuadrado, J. & Chung, C. G. (2008). Achieving equity in special education: History, status, and current challenges. Exceptional Children, 74(3), 264-288.
  • Smith, J. D. & Polloway, E. A. (2014). Before Itard: Intellectual disability and the enlightened voice of Daniel Defoe. Intellectual and developmental disabilities, 52(6), 470-474.
  • Snell, M. E., Luckasson, R., Borthwick-Duffy, W. S., Bradley, V., Buntinx, W. H., Coulter, D. L., ... & Schalock, R. L. (2009). Characteristics and needs of people with intellectual disability who have higher IQs. Intellectual and Developmental Disabilities, 47(3), 220-233.
  • Stancliffe, R. J. & Lakin, K. C. (2007). Independent living. Handbook of developmental disabilities, 429-448.
  • Stiker, H. J. ( 1997). A History of Disability. University of Michigan Press.
  • Tarrier, N. (2005) Cognitive behaviour therapy for schizophrenia – A review of development, evidence and implementation. Psychotherapy and Psychosomatics, 74, 136–144.
  • Thompson, J. R., Tassé, M. J. & McLaughlin, C. A. (2008). Interrater reliability of the Supports Intensity Scale (SIS). American Journal on Mental Retardation, 113(3), 231-237.
  • Thompson, J. R., Wehmeyer, M. L., Hughes, C., Shogren, K. A., Palmer, S. B. & Seo, H. (2014). The Supports Intensity Scale–Children's Version: Preliminary Reliability and Validity. Inclusion, 2(2), 140-149.
  • Turnbull, A. P., Turnbull, H. R., Erwin, E. & Soodak, L. (2006). Professionals, families, and exceptionality: Enhancing outcomes through partnerships and trust. Upper Saddle River, NJ: Merrill.
  • Türkiye İstatistik Kurumu. (2002). Türkiye özürlüler araştırması. T. C. Başbakanlık Devlet İstatistik Kurumu Başkanlığı. Ankara: Devlet İstatistik Enstitüsü Matbaası.
  • Tymchuk, A., Lakin, C. & Luckasson, R. (Eds.). (2001). The forgotten generation: The status and challenges of adults with mild cognitive limitations. Baltimore: Brookes.
  • U.S. Department of Education. (2007). 27th annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
  • Drenth, A. (2015). Sensorial experiences and childhood: nineteenth-century care for children with idiocy. Paedagogica Historica, 51(5), 560-578.
  • Wehman, P. (2013). Transition: New horizons and challenges. (In) P. Wehman (Eds.) Life beyond the classroom: Transition strategies for yopung people with disabilities (p. 3-40). Baltimore, MD: Paul H.
  • Williamson, P., McLeaskey, J., Hoppey, D. & Rentz, T. (2006). Educating students with mental retardation in general education classrooms. Exceptional Children, 72, 347–361.
  • World Health Organization. (2007). International Classification of Functioning, Disability, and Health: Children & Youth Version: ICF-CY. World Health Organization.
  • World Health Organizations & World Bank. (2011). World Report on Disability. WHO Press: Malta. http://www.who.int/disabilities/world_report/2011/report.pdf (ErişimTarihi:11.12.2018).
  • Ysseldyke, J. E. & Algozzine, B. (1995). An introduction to special education. Boston Houghton, Mittlin.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Tahir Mete Artar Bu kişi benim 0000-0002-0285-4152

Atilla Cavkaytar Bu kişi benim 0000-0001-8067-1602

Yayımlanma Tarihi 31 Ocak 2020
Gönderilme Tarihi 16 Ocak 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 10 Sayı: 1

Kaynak Göster

APA Artar, T. M., & Cavkaytar, A. (2020). Hafif Düzeyde Zihin Yetersizliğine Tarihsel Bir Bakış: Klinik Yaklaşımdan Çok Boyutlu Yaklaşıma Geçiş. Anadolu Journal of Educational Sciences International, 10(1), 629-653. https://doi.org/10.18039/ajesi.682119
AMA Artar TM, Cavkaytar A. Hafif Düzeyde Zihin Yetersizliğine Tarihsel Bir Bakış: Klinik Yaklaşımdan Çok Boyutlu Yaklaşıma Geçiş. AJESI. Ocak 2020;10(1):629-653. doi:10.18039/ajesi.682119
Chicago Artar, Tahir Mete, ve Atilla Cavkaytar. “Hafif Düzeyde Zihin Yetersizliğine Tarihsel Bir Bakış: Klinik Yaklaşımdan Çok Boyutlu Yaklaşıma Geçiş”. Anadolu Journal of Educational Sciences International 10, sy. 1 (Ocak 2020): 629-53. https://doi.org/10.18039/ajesi.682119.
EndNote Artar TM, Cavkaytar A (01 Ocak 2020) Hafif Düzeyde Zihin Yetersizliğine Tarihsel Bir Bakış: Klinik Yaklaşımdan Çok Boyutlu Yaklaşıma Geçiş. Anadolu Journal of Educational Sciences International 10 1 629–653.
IEEE T. M. Artar ve A. Cavkaytar, “Hafif Düzeyde Zihin Yetersizliğine Tarihsel Bir Bakış: Klinik Yaklaşımdan Çok Boyutlu Yaklaşıma Geçiş”, AJESI, c. 10, sy. 1, ss. 629–653, 2020, doi: 10.18039/ajesi.682119.
ISNAD Artar, Tahir Mete - Cavkaytar, Atilla. “Hafif Düzeyde Zihin Yetersizliğine Tarihsel Bir Bakış: Klinik Yaklaşımdan Çok Boyutlu Yaklaşıma Geçiş”. Anadolu Journal of Educational Sciences International 10/1 (Ocak 2020), 629-653. https://doi.org/10.18039/ajesi.682119.
JAMA Artar TM, Cavkaytar A. Hafif Düzeyde Zihin Yetersizliğine Tarihsel Bir Bakış: Klinik Yaklaşımdan Çok Boyutlu Yaklaşıma Geçiş. AJESI. 2020;10:629–653.
MLA Artar, Tahir Mete ve Atilla Cavkaytar. “Hafif Düzeyde Zihin Yetersizliğine Tarihsel Bir Bakış: Klinik Yaklaşımdan Çok Boyutlu Yaklaşıma Geçiş”. Anadolu Journal of Educational Sciences International, c. 10, sy. 1, 2020, ss. 629-53, doi:10.18039/ajesi.682119.
Vancouver Artar TM, Cavkaytar A. Hafif Düzeyde Zihin Yetersizliğine Tarihsel Bir Bakış: Klinik Yaklaşımdan Çok Boyutlu Yaklaşıma Geçiş. AJESI. 2020;10(1):629-53.
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