Yetersizliği olan Çocuklarda Sosyal-Etkileşimsel Güçlü Yanlar Konusunda Çeşitli Bakış Açıları: Sosyoekolojik Bir Çalışma

Yıl 2013, , 15 - 29, 01.03.2013

Aydın Bal Timothy E. Radke

https://doi.org/10.20489/intjecse.107924

Öz

Yüksek İşlevli Otizm Spektrum Bozukluğu (HFASD) veya Asperger Sendromu tanısı alan çocuklar genellikle sosyal-etkileşimsel becerilerde yetersizlik özelliği ile karakterize edilirler. Ancak, bu bireyler eğitim araştırmalarında bildirilmeyebilen ve okul ortamlarında kullanılmayabilen çeşitli sosyal-etkileşimsel güçlü yanlar sergilemektedirler. Bu araştırma HFSAD veya Asperger Sendromu tanısı almış çocukların sosyal olarak güçlü oldukları yanlar konusunda ebeveynlerin görüş ve deneyimlerini incelemektedir. Bulgularımız, çocukların çeşitli araçlar yoluyla birçok sosyoekolojik etkinlik bağlamında geliştirdikleri ve uyguladıkları üç sosyal etkileşimsel güçlü yanı ortaya çıkarmıştır: Empati, eşitlik anlayışı ve hikaye anlatma. Bu çalışma bu popülasyonda sosyal becerilerin sosyoekolojik açıdan kavramsallaştırmasını geliştirmek için bilgiler sağlar. Çalışmanın bulguları Otizm Spektrum Bozukluğu olan çocukların sosyal açıdan güçlü yanları konusundaki sınırlı fakat büyüyen alanyazına katkı sağlamakta ve akademik ve sosyal programların tasarımı için öneriler sunmaktadır.

Anahtar Kelimeler

Otizm Spektrum Bozukluğu, Asperger Sendromu, Sosyal-etkileşimsel Güçlü Yanlar, Sosyoekolojik Teori

Diverse Perspectives on Social-Interactional Strengths in Children with Disabilities: A Socioecological Study

Öz

Children identified with High Functioning Autism Spectrum Disorders (HFASD) or Asperger Syndrome are often characterized as lacking social-interactional abilities. However, these individuals demonstrate a variety of social-interactional strengths in their daily life that may not be acknowledged in education research and utilized in school settings. The present study examined parents’ perspectives and experiences regarding social strengths of children diagnosed with HFASD or Asperger Syndrome. Our findings revealed three social interactional strengths that the children developed and practiced in multiple socioecological activity contexts via various mediums: Empathy, sensing fairness, and story telling. This study provides insights to develop socioecological
conceptualizations of social skills in this population. Findings of the study contribute to the limited but growing literature on social strengths of children with Autism Spectrum Disorders and have implications in designing academic and social programs.

Anahtar Kelimeler

Autism Spectrum Disorders, Asperger Syndrome, Social-interactional Strengths, Socioecological Theory

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