Okul Öncesi Dönemdeki Otizm Spektrum Bozukluğu Olan Çocukların Erken Çocukluk Dönemi Sayı Becerilerinin Sayı Hissi Bağlamında İncelenmesi

Muhammed Celal Uras; Yasin Soylu; Derya Karakuş

doi:10.17679/inuefd.1371530

EN TR

Investigation of Early Childhood Number Skills of Preschool Children with Autism Spectrum Disorder in the Context of Number Sense

Abstract

The aim of the study is to investigate the number skills of preschool children diagnosed with autism spectrum disorder (ASD) in early childhood in relation to number sense. Number skills that begin to develop in early childhood are predictors of future mathematical skills. Therefore, the development of number skills in children with ASD is important for the implementation of effective interventions. This study is a non-experimental descriptive study. Participants were preschool children with ASD attending a special education kindergarten in a province in the Eastern Anatolian region. The TEMA-3 (Test of Early Mathematics Ability-Third Edition) was used to determine the number skills of preschool children with ASD. The raw score, age equivalence, level equivalence, percentage and mathematics ability score in the assessment guide of TEMA-3 were calculated. The results revealed that the participants had different levels of mathematical and numerical skills and that each of them had strengths and weaknesses. In particular, it was observed that the mathematical performance of the children with severe ASD was very low. Early intervention programmes, concrete materials and individualised teaching were recommended to improve the numeracy skills of preschool children with ASD. Family involvement and cooperation is also important. The findings of this study make an important contribution to supporting inclusive approaches to education by raising public awareness. The proposed strategies aim to unlock the mathematical potential of preschool children with ASD and increase their achievement.

Keywords

autism spectrum disorder , number sense , preschool , number skills

Okul Öncesi Dönemdeki Otizm Spektrum Bozukluğu Olan Çocukların Erken Çocukluk Dönemi Sayı Becerilerinin Sayı Hissi Bağlamında İncelenmesi

Öz

Bu çalışmanın amacı, otizm spektrum bozukluğu (OSB) tanısı olan okul öncesi dönemdeki çocukların erken çocukluk dönemindeki sayı becerilerini sayı hissi bağlamında incelemektir. Erken çocukluk döneminde gelişmeye başlayan sayısal beceriler, gelecekteki matematiksel beceriler için temel niteliğindedir. Bu nedenle OSB'li çocuklarda sayı becerilerinin gelişimi etkili müdahalelerin uygulanması açısından önemlidir. Bu araştırmada deneysel olmayan betimsel desen kullanılmıştır. Katılımcılar Doğu Anadolu Bölgesi’ndeki bir ilin özel eğitim uygulama anaokulunda eğitimine devam eden okul öncesi dönemdeki OSB’li çocuklardan oluşmaktadır. Okul öncesi dönemdeki OSB’li çocukların sahip oldukları sayı becerilerinin tespiti için TEMA-3 (Test of Early Mathematics Ability-Third Edition) kullanılmıştır. Çocukların testteki sorulara verdikleri yanıtlara göre TEMA-3 ‘ün değerlendirme esaslarında kullanılan ham puan, yaş denkliği, düzey denkliği, yüzde, matematik yetenek puanı hesaplanmıştır. Bu değerlendirme sürecinde nicel betimsel analiz kullanılmıştır. Bulgular, katılımcıların sayısal becerilere farklı düzeylerde sahip olduğunu ve her birinin güçlü ve zayıf yönlerinin olduğunu ortaya koymaktadır. Özellikle ağır düzeyde OSB tanısına sahip olan katılımcının performansının çok düşük olduğu görülmüştür. Okul öncesi dönemdeki OSB’li çocukların sayısal becerilerini geliştirmek için erken müdahale programları, somut materyaller ve bireyselleştirilmiş öğretim faydalı olabilir. Ayrıca ailelerin katılımı ve iş birliği de önemlidir. Bu çalışmanın bulguları, toplumsal farkındalığı artırarak eğitimde kapsayıcı yaklaşımları desteklemeye yönelik önemli bir katkı sağlamaktadır. Önerilen stratejiler, OSB'li çocukların matematik potansiyellerini ortaya çıkarmayı ve başarılarını artırmayı hedeflemektedir.

Anahtar Kelimeler

otizm spektrum bozukluğu , sayı hissi , okul öncesi dönemi , sayı becerileri

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Details

Primary Language

Turkish

Subjects

Mathematics Education , Autism and Spectrum Disorder Education

Journal Section

Research Article

Authors

Muhammed Celal Uras ^*
0000-0003-3994-8723
Türkiye

Yasin Soylu
0000-0003-0906-4994
Türkiye

Derya Karakuş
0000-0002-9166-670X
Türkiye

Publication Date

May 15, 2024

Submission Date

October 5, 2023

Acceptance Date

January 24, 2024

Published in Issue

Year 2024 Volume: 25 Number: 1

DOI

https://doi.org/10.17679/inuefd.1371530

IZ

https://izlik.org/JA36NF72WZ

APA

Uras, M. C., Soylu, Y., & Karakuş, D. (2024). Okul Öncesi Dönemdeki Otizm Spektrum Bozukluğu Olan Çocukların Erken Çocukluk Dönemi Sayı Becerilerinin Sayı Hissi Bağlamında İncelenmesi. İnönü University Journal of the Faculty of Education, 25(1), 50-70. https://doi.org/10.17679/inuefd.1371530

AMA

1.Uras MC, Soylu Y, Karakuş D. Okul Öncesi Dönemdeki Otizm Spektrum Bozukluğu Olan Çocukların Erken Çocukluk Dönemi Sayı Becerilerinin Sayı Hissi Bağlamında İncelenmesi. INUJFE. 2024;25(1):50-70. doi:10.17679/inuefd.1371530

Chicago

Uras, Muhammed Celal, Yasin Soylu, and Derya Karakuş. 2024. “Okul Öncesi Dönemdeki Otizm Spektrum Bozukluğu Olan Çocukların Erken Çocukluk Dönemi Sayı Becerilerinin Sayı Hissi Bağlamında İncelenmesi”. İnönü University Journal of the Faculty of Education 25 (1): 50-70. https://doi.org/10.17679/inuefd.1371530.

EndNote

Uras MC, Soylu Y, Karakuş D (May 1, 2024) Okul Öncesi Dönemdeki Otizm Spektrum Bozukluğu Olan Çocukların Erken Çocukluk Dönemi Sayı Becerilerinin Sayı Hissi Bağlamında İncelenmesi. İnönü University Journal of the Faculty of Education 25 1 50–70.

IEEE

[1]M. C. Uras, Y. Soylu, and D. Karakuş, “Okul Öncesi Dönemdeki Otizm Spektrum Bozukluğu Olan Çocukların Erken Çocukluk Dönemi Sayı Becerilerinin Sayı Hissi Bağlamında İncelenmesi”, INUJFE, vol. 25, no. 1, pp. 50–70, May 2024, doi: 10.17679/inuefd.1371530.

ISNAD

Uras, Muhammed Celal - Soylu, Yasin - Karakuş, Derya. “Okul Öncesi Dönemdeki Otizm Spektrum Bozukluğu Olan Çocukların Erken Çocukluk Dönemi Sayı Becerilerinin Sayı Hissi Bağlamında İncelenmesi”. İnönü University Journal of the Faculty of Education 25/1 (May 1, 2024): 50-70. https://doi.org/10.17679/inuefd.1371530.

JAMA

1.Uras MC, Soylu Y, Karakuş D. Okul Öncesi Dönemdeki Otizm Spektrum Bozukluğu Olan Çocukların Erken Çocukluk Dönemi Sayı Becerilerinin Sayı Hissi Bağlamında İncelenmesi. INUJFE. 2024;25:50–70.

MLA

Uras, Muhammed Celal, et al. “Okul Öncesi Dönemdeki Otizm Spektrum Bozukluğu Olan Çocukların Erken Çocukluk Dönemi Sayı Becerilerinin Sayı Hissi Bağlamında İncelenmesi”. İnönü University Journal of the Faculty of Education, vol. 25, no. 1, May 2024, pp. 50-70, doi:10.17679/inuefd.1371530.

Vancouver

1.Muhammed Celal Uras, Yasin Soylu, Derya Karakuş. Okul Öncesi Dönemdeki Otizm Spektrum Bozukluğu Olan Çocukların Erken Çocukluk Dönemi Sayı Becerilerinin Sayı Hissi Bağlamında İncelenmesi. INUJFE. 2024 May 1;25(1):50-7. doi:10.17679/inuefd.1371530

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