Özel Gereksinimli Bireyler İle Çalışan Profesyonellerin Alternatif Ve Destekleyici İletişim Sistemlerine Karşı Farkındalık ve Tutumlarının Belirlenmesi

Yıl 2025, Cilt: 7 Sayı: 1, 65 - 72, 21.04.2025

Ayşe İlayda Mutlu , Eylem Saraç Kaya , Mustafa Cemali

https://doi.org/10.46413/boneyusbad.1459306

Öz

Amaç: Özel gereksinimli bireyler ile çalışan profesyonellerin Alternatif ve Destekleyici İletişim Sistemlerine yönelik farkındalık düzeylerinin ve tutumlarının belirlenmesi amaçlandı.
Gereç ve Yöntem: Çalışmaya, Ankara şehrindeki özel eğitim ve rehabilitasyon merkezlerinde çalışan, 21-67 yaş aralığında 194 meslek profesyoneli katıldı. Bireylere sosyodemografik bilgi formu ile Alternatif ve Destekleyici İletişim Sistemleri Tutum Ölçeği uygulandı. Veriler SPSS Statistics IBM Version 26.0 programı ile analiz edildi.
Bulgular Çalışmamızda, 35-40 yaş aralığında olanların, kadınların, doktora seviyesinde eğitim almış profesyonellerin ve özel gereksinimli bireylerle 10 yıldan fazla deneyime sahip olan profesyonellerin Destekleyici İletişim Sistemleri Tutum Ölçeği puanlarının daha yüksek olduğu bulundu. Diğer taraftan, meslek grupları, alternatif iletişim sistemleriyle ilgili kurslar alma, özel alternatif iletişim sistemleri kurslarına katılım ve alternatif iletişim sistemlerinin uygulanması gibi değişkenler açısından tutum ölçeği puanlarında istatistiksel olarak anlamlı bir fark tespit edilmedi..
Sonuç: Özel gereksinimli bireylerle çalışan farklı disiplinlerdeki profesyonellere yönelik hazırlanacak eğitim programlarının, alternatif ve destekleyici iletişim sistemlerine ilişkin daha kapsamlı bilgi ve uygulama olanağı içermesi profesyonellerin bu bireylerle daha etkili ve anlamlı etkileşimler kurabilmesine faydalı olabilir.

Anahtar Kelimeler

Özel gereksinimli bireyler , İletişim , Alternatif iletişim

Determining the Awareness and Attitudes of Professionals Working with Individuals with Special Needs Towards Alternative and Augmentative Communicatıion Systems

Öz

Aim: The study aimed to determine the awareness levels and attitudes of professionals working with individuals with special needs towards Alternative and Augmentative Communication Systems.
Material and Method: The study included 194 professionals aged between 21 and 67, working at special education and rehabilitation centers in Ankara. Participants were administered a sociodemographic information form and the Attitude Scale for Alternative and Augmentative Communication Systems. The data were analyzed using the SPSS Statistics IBM Version 26.0 software.
Results: In our study, it was found that professionals aged 35-40, women, those with a doctoral level of education, and professionals with more than 10 years of experience working with individuals with special needs had higher scores on the Attitude Scale for Augmentative and Alternative Communication Systems. On the other hand, no statistically significant difference was found in attitude scale scores in terms of variables such as professional groups, attending courses related to augmentative communication systems, participation in special augmentative communication system courses, and the implementation of augmentative communication systems.
Conclusion: Training programs designed for professionals from various disciplines working with individuals with special needs may benefit from including more comprehensive information and practical opportunities related to augmentative and alternative communication systems. This could enable professionals to establish more effective and meaningful interactions with these individuals.

Anahtar Kelimeler

Individuals with special needs , Communication , Alternative communication

Etik Beyan

The study was approved by the Lokman Hekim University Scientific Research Ethics Committee (Registration Number: 2023/219: Approval Date: 01.02.2023) and was implemented within the framework of ethical rules established according to the Declaration of Helsinki.

Destekleyen Kurum

This work has not received any support or assistance.

Teşekkür

We thank all participants who contributed to our research.

Kaynakça

• Aldabas, R. (2021). Barriers and facilitators of using augmentative and alternative communication with students with multiple disabilities in inclusive education: Special education teachers’ perspectives.
• International Journal of Inclusive Education, 25(9), 1010-1026. doi:10.1080/13603116.2019.1597185
• Beukelman, D. (1987). When you have a hammer, everything looks like a nail. Augmentative and Alternative Communication, 3, 94-95. doi:10.1044/1058-0360(2008/021)
• Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs (5th ed., pp. 632-638). Paul H. Brookes Publishing Co.
• Binger, C., & Light, J. (2006). Demographics of preschoolers who require AAC. Language, Speech, and Hearing Services in Schools, 37(3), 32-48. doi:10.1044/0161-1461(2006/022)
• Dietz, A., Wallace, S. E., & Weissling, K. (2020). Revisiting the role of augmentative and alternative communication in aphasia rehabilitation. American Journal of Speech-Language Pathology, 29(2), 909-913. doi:10.1044/2019_AJSLP-19-00041
• Dowden, P., & Marriner, N. (1995). Augmentative and alternative communication: Treatment principles and strategies. Seminars in Speech and Language, 16, 140-156. doi:10.1055/s-2008-1064116
• Ege, P. (2006). Farklı engel gruplarının iletişim özellikleri ve öğretmenlere öneriler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 7(2), 1-23. doi:10.1501/Ozlegt_0000000099
• Langarika-Rocafort, A., Mondragon, N. I., & Etxebarrieta, G. R. (2021). A systematic review of research on augmentative and alternative communication interventions for children aged 6–10 in the last decade.
• Language, Speech, and Hearing Services in Schools, 52(3), 899-916. doi:10.1044/2021_LSHSS-20-00005
• Light, J., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication? Augmentative and Alternative Communication, 30(1), 1-18. doi:10.3109/07434618.2014.885080
• Locke, P. A., & Mirenda, P. (1992). Roles and responsibilities of special education teachers serving on teams delivering AAC services. Augmentative and Alternative Communication, 8(3), 200-214.
• McCarthy, J., & Light, J. (2005). Attitudes toward individuals who use augmentative and alternative communication: Research review. Augmentative and Alternative Communication, 21(1), 41-55. doi:10.1080/07434610410001699753
• Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review.
• Journal of Speech, Language, and Hearing Research, 49(2), 248-264. doi:10.1044/1092-4388(2006/021)
• Odluyurt, S., Tutuk, H. C., & Çavuşoğlu, T. (2018). Otizmli çocuklar ve alternatif destekleyici iletişim sistemleri: Alanyazın incelemesi. İlköğretim Online, 17(3), [p.15-23]. doi:10.17051/ilkonline.2018.466318
• Radici, E., Heboyan, V., Mantovani, F., & De Leo, G. (2019). Teachers’ attitudes towards children who use AAC in Italian primary schools. International Journal of Disability, Development and Education, 66(3), 284-297. doi:10.1080/1034912X.2018.1495321
• Schlosser, R. W., & Raghavendra, P. (2004). Evidence-based practice in augmentative and alternative communication. Augmentative and Alternative Communication, 20(1), 1-21. doi:10.1080/07434610310001621083
• Schlosser, R. W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology, 17(3), 212-230. doi:10.1044/1058-0360(2008/021)
• Servi, C., & Baştuğ, Y. E. (2021). Alternatif ve destekleyici iletişim sistemlerine yönelik tutum ölçeğinin Türkçeye uyarlanması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(3), 2531-2558. doi:10.17679/inuefd.1003261
• Soto, G. (1997). Special education teacher attitudes toward AAC: Preliminary survey. Augmentative and Alternative Communication, 13(3), 186-197. doi:10.1080/07434619712331278008
• Syriopoulou-Delli, Christine K., & Eleni, G. (2022). Effectiveness of different types of augmentative and alternative communication (AAC) in improving communication skills and in enhancing the vocabulary of children with ASD: A review. Review Journal of Autism and Developmental Disorders, 9(4), 493-506.
• Tuna, N. M. (2022). Otizm spektrum bozukluğu olan bireylerle çalışan öğretmenlerin arttırıcı ve alternatif iletişim sistemlerine yönelik eğitim ihtiyaçlarının belirlenmesi [Doctoral dissertation, Necmettin Erbakan University, Turkey].