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The Role of New Media Technologies in Improving Communication Skills of Intellectual Disabled Individuals

Yıl 2023, Cilt: 6 Sayı: 2, 350 - 366, 30.12.2023
https://doi.org/10.52974/jena.1314719

Öz

The communication and social skills of individuals with mental disabilities are considerably behind their peers with normal development. These individuals’ educational needs vary depending on their distinct traits. There is an increasing need to improve communication skills in order to minimize the problems experienced by these mentally handicapped individuals in the family, at school, at all levels of social life, and in interpersonal relationships. Considering their characteristics, educational environments designed for these individuals should be set up in such a way that they can make full use of educational opportunities. Emerging from the application of computer and information-processing developments to the field of communication and starting to direct the relations between individuals with the use of the Internet and technological devices together, new media has also been introduced into educational environments, and changes have started to be seen in the educational processes of individuals with intellectual disabilities. New media technologies aim to optimize learning settings for students who show different developmental characteristics than their peers and learn differently from them. Educational environments where new media technologies are used as auxiliary materials provide these individuals the opportunity to learn individually in line with their own abilities and therefore improve the quality of education. New media technologies support the development of communication skills in individuals with mental disabilities, as well as their reading, writing, and math skills, according to their disability area. This study, in this regard, provides information on the development of communication skills in individuals with mental disabilities to socially integrate and conduct interpersonal interactions in a healthy way and offers suggestions for the use of new media tools to improve the communication skills of individuals with mental disabilities.

Kaynakça

  • Aksoy, V. (2016). Özel eğitim. Pegem Akademi.
  • Altunay, A. D. (2015). Bir sosyalleşme aracı olarak yeni medya. Selçuk İletişim, 9(1), 410-428.
  • American Psychiatric Association, A. P., & American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders: DSM-IV (Vol. 4). American psychiatric association.
  • Baglama, B., Haksiz, M., & Uzunboylu, H. (2018). Technologies used in education of hearing-impaired individuals. International Journal of Emerging Technologies in Learning, 13(9), 53.
  • Banerjee, S., Munshi, A., Li, C., & Ayub, M. (2022). Editorial: Developmental delay and intellectual disability. Frontiers in genetics, 13, 934815. https://doi.org/10.3389/fgene.2022.934815
  • Bognar, G. (2016). Is disability mere difference?. Journal of Medical Ethics, 42(1), 46-49.
  • Bozkurt, S. S. (2017). Özel eğitimde dijital destek: Yardımcı teknolojiler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2), 37-60.
  • Patel, D. R., & Brown, K. A. (2017). An overview of the conceptual framework and definitions of disability. International Journal of Child Health and Human Development, 10(3), 247-252.
  • Buckley, R. H., Dinno, N., & Weber, P. (1998). Angelman syndrome: are the estimates too low?. American Journal of Medical Genetics, 80(4), 385-390.
  • Bull, M. J. (2020). Down syndrome. New England Journal of Medicine, 382(24), 2344-2352.
  • Cascella, P. W. (2005). Expressive communication strengths of adults with severe to profound intellectual disabilities as reported by group home staff. Communication Disorders Quarterly, 26(3), 156-163.
  • Chew, K. L., Iacono, T., & Tracy, J. (2009). Overcoming communication barriers: Working with patients with intellectual disabilities. Australian Family Physician, 38(2), 10-14.
  • Çalişir, G., & Çakıcı, F. O. (2015). Toplumsal cinsiyet bağlamında sosyal medyada kurulan benlik inşasının Temsili. Electronic Turkish Studies, 10(10).
  • Çay, E., Yıkmış, A., & Özgüç, C. (2020). Özel eğitimde teknoloji kullanımına ilişkin özel eğitim öğretmenlerinin deneyim ve görüşleri. Eğitimde Nitel Araştırmalar Dergisi, 8(2).
  • Çelik, A. (2019). Otizmli çocukların televizyon izleme davranışlarının yeni medya kullanımlarına etkisi. Yeni Medya, 2019 (6).
  • Crow, K. L. (2008). Four types of disabilities: Their impact on online learning. TechTrends, 52(1).
  • De Bildt, A., Sytema, S., Kraijer, D., & Minderaa, R. (2005). Prevalence of pervasive developmental disorders in children and adolescents with mental retardation. Journal of Child Psychology and Psychiatry, 46(3), 275-286.
  • Didden, R., Sigafoos, J., Korzilius, H., Baas, A., Lancioni, G. E., O’Reilly, M. F., & Curfs, L. M. (2009). Form and function of communicative behaviours in individuals with Angelman syndrome. Journal of Applied Research in Intellectual Disabilities, 22(6), 526-537.
  • Dolgun, U. (2016). Kitle iletişim araçları ve yeni medya. İçinde A. Arslan & M. Çağlayandereli (Eds), Sosyoloji: Günlük Yaşamı Anlamak (s. 345-369). Paradigma Akademi.
  • Elgünler, T. Ç., & Fener, T. Ç. (2011). İletişimin kalitesini etkileyen engeller ve bu engellerin giderilmesi. The Turkish Online Journal of Design, Art and Communication, 1(1), 35-39.
  • Er, H. K. & Farhady, H. (2023). The effects of learning oriented assessment on academic writing. International Journal of Assessment Tools in Education, 10 (2), 197-217 .
  • Fidler, R. F. (1997). Mediamorphosis: Understanding new media. Pine Forge Press. Francis, L., & Silvers, A. (2016). Perspectives on the meaning of “Disability”. AMA Journal of Ethics, 18(10), 1025-1033.
  • Gıddens, A. (2000). Sosyoloji. Ayraç Yayınları. Girgin, B. A., & Balcı, S. (2015). Fiziksel engelli çocuk ve ailesinin evde bakım gereksinimi. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 4(2), 305-317.
  • Greydanus, D. E., & Pratt, H. D. (2005). Syndromes and disorders associated with mental retardation. The Indian Journal of Pediatrics, 72, 859-864.
  • Goodwin, K. (2018). Dijital dünyada çocuk büyütmek: teknolojiyi doğru kullanmanın yolları. Aganta Kitap. Harris, J. C., & Greenspan, S. (2016). Definition and nature of intellectual disability. İçinde Handbook of evidence-based practices in intellectual and developintellectual disability (pp. 11-39).
  • Harris, J.C., & Greenspan, S. (2016). Definition and nature of intellectual disability. In: N. Singh (Eds), Handbook of Evidence-Based Practices in Intellectual and Developmental Disabilities Evidence-Based Practices in Behavioral Health (p.11-39). Springer, Cham. https://doi.org/10.1007/978-3-319-26583-4_2
  • Henry, L. A., & MacLean, M. (2002). Working memory performance in children with and without intellectual disabilities. American journal on mental retardation, 107(6), 421-432.
  • Heward, W. L. (2003). Ten faulty notions about teaching and learning that hinder the effectiveness of special education. The journal of special education, 36(4), 186-205.
  • Kara, B. (2017). Dünyada ve Türkiye’de zihinsel engellilerde eğitim. The journal of academic social science studies, 61, 277-288.
  • Kāra, C. (1992). Exceptional children: Their psychology and education. Sterling Publishers.
  • Kane, G. (1992). Entwicklung früher Kommunikation und Beginn des Sprechens. Geistige Behinderung, 4(1992), 303-318.
  • Kocacık, F. (2003). Bilgi toplumu ve Türkiye. CÜ Sosyal Bilimler Dergisi, 27(1), 1-10.
  • Kozma, C. (2008). Down syndrome and dementia. Topics in Geriatric Rehabilitation, 24(1), 41-53.
  • Light, J., & Mcnaughton, D. (2015). Designing AAC research and intervention to improve outcomes for individuals with complex communication needs. Augmentative and Alternative Communication, 31(2), 85-96.
  • Lorah, E. R., Parnell, A., Whitby, P. S., & Hantula, D. (2014). A systematic review of tablet computers and portable media players as speech generating devices for ındividuals with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(12), 3792-3804
  • Lorah, E. R., Karnes, A., & Speight, D. R. (2015). The acquisition of intraverbal responding using a speech generating device in school aged children with autism. Journal of Developmental and Physical Disabilities, 27, 557-568.
  • Manovich, L. (2001). What is new media. The language of new media, 6, 1-15.
  • Mehrabian, A. (2017). Communication without words. In Communication theory (pp. 193-200). Routledge.
  • Mertz, L. G. B., Thaulov, P., Trillingsgaard, A., Christensen, R., Vogel, I., Hertz, J. M., & Østergaard, J. R. (2014). Neurodevelopmental outcome in Angelman syndrome: genotype–phenotype correlations. Research in Developintellectual disability, 35(7), 1742-1747.
  • Özgür, İ. (2008). Engelli çocuklar ve eğitimi. Karahan Kitabevi.
  • Pearson, J. C., Nelson, P. E., Titsworth, S., & Harter, L. (2017). Human communication (p. 416). McGraw-Hill Education.
  • Payne, V. G., & Isaacs, L. D. (2017). Human motor development: A life span approach. Routledge.
  • Webster, F. (2014). Theories of the information society. Routledge.
  • Peters, S. U., Beaudet, A. L., Madduri, N., & Bacino, C. A. (2004). Autism in Angelman syndrome: implications for autism research. Clinical genetics, 66(6), 530-536.
  • Petry, K., Maes, B., & Vlaskamp, C. (2005). Domains of quality of life of people with profound multiple disabilities: The perspective of parents and direct support staff. Journal of Applied Research in intellectual disabilities, 18(1), 35-46.
  • Pettersson, I., & Fahlström, G. (2010). Roles of assistive devices for home care staff in Sweden: a qualitative study. Disability and rehabilitation: assistive technology, 5(5), 295-304.
  • Pinchevski, A., & Peters, J. D. (2016). Autism and new media: Disability between technology and society. New Media & Society, 18(11), 2507-2523.
  • Pratt, H. D., & Greydanus, D. E. (2007). Intellectual disability (mental retardation) in children and adolescents. Primary Care: Clinics in Office Practice, 34(2), 375-386.
  • Prelock, P. J., & Nelson, N. W. (2012). Language and communication in autism: An integrated view. Pediatric Clinics, 59(1), 129-145.
  • Roberts, J. E., Price, J., & Malkin, C. (2007). Language and communication development in Down syndrome. Mental retardation and developintellectual disability research reviews, 13(1), 26-35.
  • Schalock, R. L., Luckasson, R., & Tassé, M. J. (2021). An overview of intellectual disability: Definition, diagnosis, classification, and systems of supports. American journal on intellectual and developintellectual disability, 126(6), 439-442.
  • Mervis, C. B., & Becerra, A. M. (2007). Language and communicative development in Williams syndrome. Mental retardation and developmental disabilities research reviews, 13(1), 3-15.
  • Sevinç, Ş., Aslan, F., & Özkan, B. (2013). İşitme engelli öğrenciler için öğretmen kılavuz kitabı. Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
  • France, J., & Kramer, S. (2001). Communication and mental illness: theoretical and practical approaches. Jessica Kingsley Publishers.
  • Shree, A., & Shukla, P. C. (2016). Intellectual Disability: Definition, classification, causes and characteristics. Learning Community-An International Journal of Educational and Social Development, 7(1), 9-20.
  • Smith, M., Manduchi, B., Burke, É., Carroll, R., McCallion, P., & McCarron, M. (2020). Communication difficulties in adults with Intellectual Disability: Results from a national cross-sectional study. Research in developintellectual disability, 97, 103557.
  • Sucuoğlu, B. (2010). Zihin engelliler ve eğitimleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 8(02), 88-90.
  • Sunagul, S. B., Vuran, S., & Akbulut, Y. (2017). Design and use of interactive social stories for children with autism spectrum disorder (ASD). Contemporary Educational Technology, 8(1), 1-25.
  • Tassé, M. J., Luckasson, R., & Nygren, M. (2013). AAIDD proposed recommendations for ICD–11 and the condition previously known as mental retardation. Intellectual and developintellectual disability, 51(2), 127-131.
  • Topbaş, S. (2007). Dil ve Kavram Gelişimi. Kök Yayıncılık.
  • Van der Meer, L.,Kagohara, D., Achmadi, D., O'Reilly, M. F., Lancioni, G. E., Sutherland, D., & Sigafoos, J. (2012). Speech-generating devices versus manual signing for children with developintellectual disability. Research in Developintellectual disability, 33(5), 1658-1669.
  • Van Laarhoven, T., Johnson, J. W., Van Laarhoven-Myles, T., Grider, K. L., & Grider, K. M. (2009). The effectiveness of using a video iPod as a prompting device in employment settings. Journal of Behavioral Education, 18(2), 119-141.
  • Werts, M. G., Culatta, R., & Tompkins, J. R. (2007). Fundamentals of special education: What every teacher needs to know. Prentice Hall.
  • Gernsbacher, M. A., Morson, E. M., & Grace, E. (2016). Language and Speech in Autism. Annual Review of Linguistics, 2(1), 413-425.
  • Wilken, E. (2015). Präverbale sprachliche Förderung und Gebärden-unterstützte Kommunikation in der Frühförderung. İn E. Wilken (Eds.), Unterstützte Kommunikation. Eine Einführung in Theorie und Praxis (pp. 29-46). Kohlhammer

Zihinsel Engelli Bireylerin İletişim Becerilerinin Geliştirilmesinde Yeni Medya Teknolojilerinin Rolü

Yıl 2023, Cilt: 6 Sayı: 2, 350 - 366, 30.12.2023
https://doi.org/10.52974/jena.1314719

Öz

Zihinsel yetersizliği olan bireylerin iletişim ve sosyal becerileri, normal gelişim gösteren akranlarına oranla oldukça geriden gelmektedir. Bu bireylerin eğitim ihtiyaçları kişisel özelliklerine göre farklılıklar göstermektedir. Zihinsel engelli bireylerin ailede, okulda, toplumsal hayatın bütün kademelerinde, kişiler arası ilişkilerde yaşadığı sorunların en aza indirilmesi için iletişim becerilerinin geliştirilmesine duyulan ihtiyaç giderek artmaktadır. Bu anlamda zihinsel engelli bireyler için hazırlanan eğitim ortamları, bu bireylerin bireysel özellikleri göz önünde bulundurularak, eğitim imkanlarından en iyi şekilde yaralanacakları şekilde düzenlenmelidir. Bilgisayar ve bilgi-işlem gelişmelerin iletişim alanına uygulanmasından doğan, İnternetin ve teknolojik cihazların birlikte kullanılmasıyla bireyler arası ilişkilere de yön vermeye başlayan yeni medyanın, eğitim ortamlarına girmesiyle, zihinsel engelli bireylerinin eğitim süreçlerinde de değişiklikler görülmeye başlamıştır. Yeni medya teknolojileri ile eğitim ortamları, akranlarından farklı gelişim özellikleri gösteren ve onlara göre farklı şekilde öğrenen öğrenciler için en verimli hale getirilmesi hedeflenmektedir. Yeni medya teknolojilerinin yardımcı materyal olarak kullanıldığı eğitim ortamları, zihinsel engelli bireylere, kendi yetenekleri doğrultusunda bireysel öğrenme imkanı sağlayarak eğitimin kalitesini artırmaktadır. Yeni medya teknolojileri zihinsel yetersizliği olan bireylerin, yetersizlik alanına göre okuma, yazma, matematik becerilerini desteklediği gibi, iletişim becerilerinin geliştirilmesini de desteklemektedir. Bu bağlamda bu çalışma zihinsel engelli bireylerin topluma uyum sağlaması, kişiler arası ilişkilerini sağlıklı bir şekilde yürütebilmesi için iletişim becerilerinin geliştirilmesi konusunda bilgi vermekte ve yeni medya araçlarının, zihinsel engelli bireylerin iletişim becerilerinin geliştirilmesi yönünde kullanımına yönelik öneriler sunmaktadır.

Kaynakça

  • Aksoy, V. (2016). Özel eğitim. Pegem Akademi.
  • Altunay, A. D. (2015). Bir sosyalleşme aracı olarak yeni medya. Selçuk İletişim, 9(1), 410-428.
  • American Psychiatric Association, A. P., & American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders: DSM-IV (Vol. 4). American psychiatric association.
  • Baglama, B., Haksiz, M., & Uzunboylu, H. (2018). Technologies used in education of hearing-impaired individuals. International Journal of Emerging Technologies in Learning, 13(9), 53.
  • Banerjee, S., Munshi, A., Li, C., & Ayub, M. (2022). Editorial: Developmental delay and intellectual disability. Frontiers in genetics, 13, 934815. https://doi.org/10.3389/fgene.2022.934815
  • Bognar, G. (2016). Is disability mere difference?. Journal of Medical Ethics, 42(1), 46-49.
  • Bozkurt, S. S. (2017). Özel eğitimde dijital destek: Yardımcı teknolojiler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2), 37-60.
  • Patel, D. R., & Brown, K. A. (2017). An overview of the conceptual framework and definitions of disability. International Journal of Child Health and Human Development, 10(3), 247-252.
  • Buckley, R. H., Dinno, N., & Weber, P. (1998). Angelman syndrome: are the estimates too low?. American Journal of Medical Genetics, 80(4), 385-390.
  • Bull, M. J. (2020). Down syndrome. New England Journal of Medicine, 382(24), 2344-2352.
  • Cascella, P. W. (2005). Expressive communication strengths of adults with severe to profound intellectual disabilities as reported by group home staff. Communication Disorders Quarterly, 26(3), 156-163.
  • Chew, K. L., Iacono, T., & Tracy, J. (2009). Overcoming communication barriers: Working with patients with intellectual disabilities. Australian Family Physician, 38(2), 10-14.
  • Çalişir, G., & Çakıcı, F. O. (2015). Toplumsal cinsiyet bağlamında sosyal medyada kurulan benlik inşasının Temsili. Electronic Turkish Studies, 10(10).
  • Çay, E., Yıkmış, A., & Özgüç, C. (2020). Özel eğitimde teknoloji kullanımına ilişkin özel eğitim öğretmenlerinin deneyim ve görüşleri. Eğitimde Nitel Araştırmalar Dergisi, 8(2).
  • Çelik, A. (2019). Otizmli çocukların televizyon izleme davranışlarının yeni medya kullanımlarına etkisi. Yeni Medya, 2019 (6).
  • Crow, K. L. (2008). Four types of disabilities: Their impact on online learning. TechTrends, 52(1).
  • De Bildt, A., Sytema, S., Kraijer, D., & Minderaa, R. (2005). Prevalence of pervasive developmental disorders in children and adolescents with mental retardation. Journal of Child Psychology and Psychiatry, 46(3), 275-286.
  • Didden, R., Sigafoos, J., Korzilius, H., Baas, A., Lancioni, G. E., O’Reilly, M. F., & Curfs, L. M. (2009). Form and function of communicative behaviours in individuals with Angelman syndrome. Journal of Applied Research in Intellectual Disabilities, 22(6), 526-537.
  • Dolgun, U. (2016). Kitle iletişim araçları ve yeni medya. İçinde A. Arslan & M. Çağlayandereli (Eds), Sosyoloji: Günlük Yaşamı Anlamak (s. 345-369). Paradigma Akademi.
  • Elgünler, T. Ç., & Fener, T. Ç. (2011). İletişimin kalitesini etkileyen engeller ve bu engellerin giderilmesi. The Turkish Online Journal of Design, Art and Communication, 1(1), 35-39.
  • Er, H. K. & Farhady, H. (2023). The effects of learning oriented assessment on academic writing. International Journal of Assessment Tools in Education, 10 (2), 197-217 .
  • Fidler, R. F. (1997). Mediamorphosis: Understanding new media. Pine Forge Press. Francis, L., & Silvers, A. (2016). Perspectives on the meaning of “Disability”. AMA Journal of Ethics, 18(10), 1025-1033.
  • Gıddens, A. (2000). Sosyoloji. Ayraç Yayınları. Girgin, B. A., & Balcı, S. (2015). Fiziksel engelli çocuk ve ailesinin evde bakım gereksinimi. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 4(2), 305-317.
  • Greydanus, D. E., & Pratt, H. D. (2005). Syndromes and disorders associated with mental retardation. The Indian Journal of Pediatrics, 72, 859-864.
  • Goodwin, K. (2018). Dijital dünyada çocuk büyütmek: teknolojiyi doğru kullanmanın yolları. Aganta Kitap. Harris, J. C., & Greenspan, S. (2016). Definition and nature of intellectual disability. İçinde Handbook of evidence-based practices in intellectual and developintellectual disability (pp. 11-39).
  • Harris, J.C., & Greenspan, S. (2016). Definition and nature of intellectual disability. In: N. Singh (Eds), Handbook of Evidence-Based Practices in Intellectual and Developmental Disabilities Evidence-Based Practices in Behavioral Health (p.11-39). Springer, Cham. https://doi.org/10.1007/978-3-319-26583-4_2
  • Henry, L. A., & MacLean, M. (2002). Working memory performance in children with and without intellectual disabilities. American journal on mental retardation, 107(6), 421-432.
  • Heward, W. L. (2003). Ten faulty notions about teaching and learning that hinder the effectiveness of special education. The journal of special education, 36(4), 186-205.
  • Kara, B. (2017). Dünyada ve Türkiye’de zihinsel engellilerde eğitim. The journal of academic social science studies, 61, 277-288.
  • Kāra, C. (1992). Exceptional children: Their psychology and education. Sterling Publishers.
  • Kane, G. (1992). Entwicklung früher Kommunikation und Beginn des Sprechens. Geistige Behinderung, 4(1992), 303-318.
  • Kocacık, F. (2003). Bilgi toplumu ve Türkiye. CÜ Sosyal Bilimler Dergisi, 27(1), 1-10.
  • Kozma, C. (2008). Down syndrome and dementia. Topics in Geriatric Rehabilitation, 24(1), 41-53.
  • Light, J., & Mcnaughton, D. (2015). Designing AAC research and intervention to improve outcomes for individuals with complex communication needs. Augmentative and Alternative Communication, 31(2), 85-96.
  • Lorah, E. R., Parnell, A., Whitby, P. S., & Hantula, D. (2014). A systematic review of tablet computers and portable media players as speech generating devices for ındividuals with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(12), 3792-3804
  • Lorah, E. R., Karnes, A., & Speight, D. R. (2015). The acquisition of intraverbal responding using a speech generating device in school aged children with autism. Journal of Developmental and Physical Disabilities, 27, 557-568.
  • Manovich, L. (2001). What is new media. The language of new media, 6, 1-15.
  • Mehrabian, A. (2017). Communication without words. In Communication theory (pp. 193-200). Routledge.
  • Mertz, L. G. B., Thaulov, P., Trillingsgaard, A., Christensen, R., Vogel, I., Hertz, J. M., & Østergaard, J. R. (2014). Neurodevelopmental outcome in Angelman syndrome: genotype–phenotype correlations. Research in Developintellectual disability, 35(7), 1742-1747.
  • Özgür, İ. (2008). Engelli çocuklar ve eğitimi. Karahan Kitabevi.
  • Pearson, J. C., Nelson, P. E., Titsworth, S., & Harter, L. (2017). Human communication (p. 416). McGraw-Hill Education.
  • Payne, V. G., & Isaacs, L. D. (2017). Human motor development: A life span approach. Routledge.
  • Webster, F. (2014). Theories of the information society. Routledge.
  • Peters, S. U., Beaudet, A. L., Madduri, N., & Bacino, C. A. (2004). Autism in Angelman syndrome: implications for autism research. Clinical genetics, 66(6), 530-536.
  • Petry, K., Maes, B., & Vlaskamp, C. (2005). Domains of quality of life of people with profound multiple disabilities: The perspective of parents and direct support staff. Journal of Applied Research in intellectual disabilities, 18(1), 35-46.
  • Pettersson, I., & Fahlström, G. (2010). Roles of assistive devices for home care staff in Sweden: a qualitative study. Disability and rehabilitation: assistive technology, 5(5), 295-304.
  • Pinchevski, A., & Peters, J. D. (2016). Autism and new media: Disability between technology and society. New Media & Society, 18(11), 2507-2523.
  • Pratt, H. D., & Greydanus, D. E. (2007). Intellectual disability (mental retardation) in children and adolescents. Primary Care: Clinics in Office Practice, 34(2), 375-386.
  • Prelock, P. J., & Nelson, N. W. (2012). Language and communication in autism: An integrated view. Pediatric Clinics, 59(1), 129-145.
  • Roberts, J. E., Price, J., & Malkin, C. (2007). Language and communication development in Down syndrome. Mental retardation and developintellectual disability research reviews, 13(1), 26-35.
  • Schalock, R. L., Luckasson, R., & Tassé, M. J. (2021). An overview of intellectual disability: Definition, diagnosis, classification, and systems of supports. American journal on intellectual and developintellectual disability, 126(6), 439-442.
  • Mervis, C. B., & Becerra, A. M. (2007). Language and communicative development in Williams syndrome. Mental retardation and developmental disabilities research reviews, 13(1), 3-15.
  • Sevinç, Ş., Aslan, F., & Özkan, B. (2013). İşitme engelli öğrenciler için öğretmen kılavuz kitabı. Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.
  • France, J., & Kramer, S. (2001). Communication and mental illness: theoretical and practical approaches. Jessica Kingsley Publishers.
  • Shree, A., & Shukla, P. C. (2016). Intellectual Disability: Definition, classification, causes and characteristics. Learning Community-An International Journal of Educational and Social Development, 7(1), 9-20.
  • Smith, M., Manduchi, B., Burke, É., Carroll, R., McCallion, P., & McCarron, M. (2020). Communication difficulties in adults with Intellectual Disability: Results from a national cross-sectional study. Research in developintellectual disability, 97, 103557.
  • Sucuoğlu, B. (2010). Zihin engelliler ve eğitimleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 8(02), 88-90.
  • Sunagul, S. B., Vuran, S., & Akbulut, Y. (2017). Design and use of interactive social stories for children with autism spectrum disorder (ASD). Contemporary Educational Technology, 8(1), 1-25.
  • Tassé, M. J., Luckasson, R., & Nygren, M. (2013). AAIDD proposed recommendations for ICD–11 and the condition previously known as mental retardation. Intellectual and developintellectual disability, 51(2), 127-131.
  • Topbaş, S. (2007). Dil ve Kavram Gelişimi. Kök Yayıncılık.
  • Van der Meer, L.,Kagohara, D., Achmadi, D., O'Reilly, M. F., Lancioni, G. E., Sutherland, D., & Sigafoos, J. (2012). Speech-generating devices versus manual signing for children with developintellectual disability. Research in Developintellectual disability, 33(5), 1658-1669.
  • Van Laarhoven, T., Johnson, J. W., Van Laarhoven-Myles, T., Grider, K. L., & Grider, K. M. (2009). The effectiveness of using a video iPod as a prompting device in employment settings. Journal of Behavioral Education, 18(2), 119-141.
  • Werts, M. G., Culatta, R., & Tompkins, J. R. (2007). Fundamentals of special education: What every teacher needs to know. Prentice Hall.
  • Gernsbacher, M. A., Morson, E. M., & Grace, E. (2016). Language and Speech in Autism. Annual Review of Linguistics, 2(1), 413-425.
  • Wilken, E. (2015). Präverbale sprachliche Förderung und Gebärden-unterstützte Kommunikation in der Frühförderung. İn E. Wilken (Eds.), Unterstützte Kommunikation. Eine Einführung in Theorie und Praxis (pp. 29-46). Kohlhammer
Toplam 65 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Medya ve İletişim Eğitimi, Zihinsel Engelli Eğitimi
Bölüm Makaleler
Yazarlar

Eren Durak 0000-0002-8177-589X

Özge Durak 0009-0004-8333-1688

Songül Özkayagil 0009-0009-7358-4928

Serpil Kuşçu 0009-0002-7929-8884

Ziya Gül 0000-0001-8917-1444

Yayımlanma Tarihi 30 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: 2

Kaynak Göster

APA Durak, E., Durak, Ö., Özkayagil, S., Kuşçu, S., vd. (2023). The Role of New Media Technologies in Improving Communication Skills of Intellectual Disabled Individuals. Journal of Education and New Approaches, 6(2), 350-366. https://doi.org/10.52974/jena.1314719

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