Skills in Individuals Diagnosed with Autism Spectrum Disorder Use of Information and Communication Technologies in Teaching

Öz

Individuals with ASD may suffer from lack of attention, learning new information, making the learned information permanent, etc. In order to minimize the deficiencies in these fields, the teaching practices for these individuals have revealed the necessity of studies on Information Communication and Technology in line with the developing world. In the changing and globalizing world, technology has a very important place and is rapidly embedding in our lives. With Covid 19, the undeniable place of information and communication technologies in education has once again come to light. At the same time, the idea of using technology-based products in the education and daily life areas of students has emerged due to the cost of traditional studies and the fact that the activities for the skills that need to be gained cannot sufficiently attract the attention of students with ASD. Due to the developing conditions during the pandemic process, tablets etc. Integration of technological tools into students' educational processes has become inevitable. In this study, it is aimed to analyze the current status of information and communication technologies-based intervention programs used in the education of individuals diagnosed with autism spectrum disorder in Europe and Turkey. It has been observed that the technologies used in the education of individuals with ASD are examined in three groups, and these are low-level technology applications, medium-level technologies and complex and high-level technologies.

Anahtar Kelimeler

• autism spectrum disorder
• information and communication technologies
• digitalization
• special education

Otizm Spektrum Bozukluğu Tanısı Alan Bireylerde Becerileri Öğretiminde Bilgi ve İletişim Teknolojilerin Kullanımı

Öz

OSB olan bireylerin dikkat eksikliği, yeni bilgi öğrenme, öğrendiği bilgiyi kalıcı hale getirme vb. alanlarda eksikliklerini en aza indirgemek için bu bireylere yönelik yapılan öğretim uygulamalarının gelişen dünyanın doğrultusunda bilgi iletişim ve teknolojiye yönelik çalışmaların zorunluluğunu ortaya koymuştur. Değişen ve sürekli olarak gelişmekte olan dünya üzerinde teknoloji oldukça önemli bir yer edinmekte ve hayatımıza hızla yerleşmektedir. Covid 19 ile birlikte bilgi iletişim teknolojilerinin eğitim öğretimdeki yadsınamaz yeri bir kez daha gün ışığına çıkmıştır. Aynı zamanda geleneksel çalışmaların maliyeti ve kazandırılması gereken beceriler için yapılan etkinliklerin OSB’li öğrencilerin ilgisini yeterli düzeyde çekememesinden dolayı teknoloji temelli ürünlerin öğrencilerin eğitim ve günlük yaşam alanlarında kullanılma fikri ortaya çıkmıştır. Pandemi sürecinde gelişen koşullar sebebiyle tablet vb. teknolojik araçların öğrencilerin eğitim süreçlerine entegrasyonu kaçınılmaz hale gelmiştir. Bu çalışmada Avrupa ve Türkiye’de otizm spektrum bozukluğu tanısı almış bireylerin eğitiminde kullanılan bilgi iletişim teknolojileri temelli müdahale programlarının mevcut durumlarının analiz edilmesi amaçlanmaktadır. OSB’li bireylerin eğitiminde kullanılan teknolojilerin üç grupta incelendiği, bunların ise düşük düzey teknoloji uygulamaları, orta düzey teknolojiler ve karmaşık ve yüksek düzey teknolojiler olduğu görülmüştür.

Anahtar Kelimeler

• otizm spektrum bozukluğu
• bilgi iletişim teknolojileri
• dijitalleşme
• özel eğitim

Kaynakça

1. Anna Felicia, Sabariah Sharif, W. K. Wong, Muralindran Marriappan (2014). International Journal of Enhanced Research in Educational Development (IJERED), ISSN: 2320-8708 Vol. 2, Issue 3, May-June, 2014, pp: (25-38), Impact Factor: 1.125
2. Asaro-Saddler, K., Knox, H. M., Meredith, H., & Akhmedjanova, D. (2015). Using technology to support students with autism spectrum disorders in the writing process: A pilot study. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices, 12(2), https://link.gale.com/apps/doc/A455845401/AONE?u=anon~5bf5d744&sid=googleScholar&xid=87f9c990 adresinden 27.11.2021 tarihinde erişilmiştir.
3. Ayres, K. M., & Langone, J. (2005). Intervention and instruction with video for students with autism: A review of the literature. Education and Training in Developmental Disabilities, 40, 183–196.
4. B; https://beyoglu.meb.gov.tr/ adresinden 17.12.2021 tarihinde erişilmiştir.
5. Banda, D. R. Dogoe, M. S. &Matuszny, R. M. (2011). Review of video prompting studies with persons with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 46(4), 514-527.
6. Bernard-Opitz V, Sriram N, Nakhoda-Sapuan S. Enhancing social problem solving in children with autism and normal children through computer-assisted instruction. J Autism Dev Disord. 2001 Aug;31(4):377-84. doi: 10.1023/a:1010660502130. PMID: 11569584.
7. Bidwell, Melissa & Rehfeldt, Ruth Anne. (2004). Using video modeling to teach a domestic skill with an embedded social skill to adults with severe mental retardation. Behavioral Interventions. 19. 263 - 274. Doi:10.1002/bin.165.
8. Cohn, T. H. (2005). Review: At the Global Crossroads. International Journal, 60(2), 613–614. https://doi.org/10.1177/00207020050600024

9. Collins, G. and Quan-Haase, A. (2012), Social media and academic libraries: Current trends and future challenges. Proc. Am. Soc. Info. Sci. Tech., 49: 1-4. https://doi.org/10.1002/meet.14504901272
10. Darden-Brunson, F., Green, A. ve Goldstein, H. (2008). Video based instruction for children with autism. J. K. Luiselli, D. C. Russo, W. P. Christian ve S. M. Wilczynski (Editörler), Effective practices for children with autism (s. 241-268). NY: Oxford University Press.
11. Demirci, A. (2014). Literatür taraması. Coğrafya Araştırma yöntemleri,(Ed. Yılmaz Arı ve İlhan Kaya),(1. baskı). Coğrafyacılar Derneği, Balıkesir, 73-109.
12. Durmaz, A. & Kiriş Avaroğulları, A. (2016). Sosyal bilgiler derslerinde etkinlik uygulamalarının öğrenci motivasyonuna etkisi. Turkish Studies- International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(3), 995-1010.
13. Dursun, Ö. Ö. & Çuhadar, C. (2015). Sosyal Ağ Kullanıcılarının Bilişsel Ağ Düzeyleri Trakya Üniversitesi Sosyal Bilimler Dergisi , 17 (1) , 241-253 . Retrieved from https://dergipark.org.tr/tr/pub/trakyasobed/issue/30210/326098
14. E; eyh.aile.gov.tr adresinden 15.12.2021 tarihinde erişilmiştir.
15. Macaroğlu akgül, Esra. (2016). Otizm, Teknoloji ve Özel Eğitim Öğretmen Adaylarına Dair. FSM İlmî Araştırmalar İnsan ve Toplum Bilimleri Dergisi. 25-25. 10.16947/fsmia.281685.
16. Heward, (2013). Exceptional Children: An İntroduction To Special Education (10th. Ed.) Upper Saddle River, NJ: Merril/Prentice Hall. Hopkins, I.M., Gower, M.W., Perez, T.A. et al. Avatar Assistant: Improving Social Skills in Students with an ASD Through a Computer-Based Intervention. J Autism Dev Disord 41, 1543–1555 (2011). https://doi.org/10.1007/s10803-011-1179-z
17. İ; http://www.iet-c.net/ adresinden 13.12.2021 tarihinde erişilmiştir.
18. Karakaya, Yunus & Devecioğlu, Sebahattin & Kilinc, H.H.. (2015). Teachers’ behaviors towards mentally disabled students in physical education classes. New Educational Review. 40. 235-246. 10.15804/tner.2015.40.2.20.
19. Kellems, Ryan & Morningstar, Mary. (2012). Using Video Modeling Delivered Through iPods to Teach Vocational Tasks to Young Adults With Autism Spectrum Disorders. Career Development for Exceptional Individuals. 35. 155-167. 10.1177/0885728812443082.
20. Lacava, P. G., Golan, O., Baron-Cohen, S., & Myles, B. S. (2007). Using assistive technology to teach emotion recognition to students with asperger syndrome a pilot study. Remedial and Special Education, 28(3), 174-181.
21. Mechling, L. C., Gast, D. L., ve Fields, E. A. (2008). Evaluation of a Portable DVD Player and System of Least Prompts to Self-Prompt Cooking Task Completion By Young Adults With Moderate İntellectual Disabilities. Journal Of Special Education, 42, 179–190.
22. Mechling, Linda & Gast, David & Seid, Nicole. (2009). Using a Personal Digital Assistant to Increase Independent Task Completion by Students with Autism Spectrum Disorder. Journal of autism and developmental disorders. 39. 1420-34. 10.1007/s10803-009-0761-0.
23. Mineo, Beth & Ziegler, William & Gill, Susan & Salkin, Donna. (2008). Engagement with Electronic Screen Media Among Students with Autism Spectrum Disorders. Journal of autism and developmental disorders. 39. 172-87. 10.1007/s10803-008-0616-0.
24. Murdock, L. C., Ganz, J., & Crittendon, J. (2013). Use of an iPad play story to increase play dialogue of preschoolers with autism spectrum disorders. Journal of autism and developmental disorders, 43(9), 2174-2189.
25. National Professional Development Center on Autism Spectrum Disorders-NPDC. (2012). Evidence-based practices for individuals with autism spectrum disorders. http://autismpdc.fpg.unc.edu. adresinden 10.12.2021 tarihinde erişilmiştir.
26. National Autism Center (2009). Findings and conclusions: National standarts project, phase 1. Randolph, MA: Author
27. Odluyurt, S.,& Çattık, M. (2018). Otizm spektrum bozukluğu olan bireyler için teknoloji temelli müdahale yöntemleri. Kastamonu Education Journal, 26(6), 1851-1861. doi: 10.24106/kefdergi.2203
28. Odom, S.L., Thompson, J.L., Hedges, S. et al. Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder. J Autism Dev Disord 45, 3805–3819 (2015). https://doi.org/10.1007/s10803-014-2320-6
29. Ohene-Djan, J., Sen, B. (2007) Maths Adaptive Tutorial Systemfor Learners With Disabilities. Proceedings of the Seventh IEEE International Conference on Advanced Learning Technologies, 2007
30. Sani-Bozkurt, S. (2017). Özel eğitimde dijital destek: yardımcı teknolojiler. AUAd, 3(2), 37-60.
31. Saridaki M. Gouscos D. Meimaris M. (2009). Digital games-based learning for students with intellectual disability. In StansfieldM.BoyleL.ConnollyT. (Eds.), Game-based learning advancements for multi-sensory human computer interfaces: Techniques and effective practices. Information Science Reference Publications. 10.4018/978-1-60566-360-9.ch018
32. Tjius, T., Heinmann, M., & Nelson, K. (2004). Reading acquisition by implementing multimedia intervention strategy for fifty children with autism and other learning and communication disabilities. Journal of Cognitive and Behavioral Psychotherapies, 4, 203-221.
33. (Tohum Otizm Vakfı 2021) https://www.tohumotizm.org.tr/otizm/otizm-spektrum-bozuklugu/ adresinden 17.12.2021 tarihinde erişilmiştir.
34. Tüfekçioğlu,Ü. (2013). Çocuk Eğitiminde Oyunun Önemi. Ü. Tüfekçioğlu (Ed.). Çocukta Oyun Gelişimi. (s. 1-37) içinde. Eskişehir: Anadolu Üniversitesi.
35. *Yakubova, G., & Taber-Doughty, T. (2013). Effects of video modeling and verbal prompting on social skills embedded within a purchasing activity for students with autism. Journal of Special Education Technology, 28(1), 35-47.
36. Wong, Reuben & Wong, Meng Ee. (2015). R. Wong and M.E. Wong (2015), “Social Impact of Policies for the Disabled in Singapore," in David Chan (ed), 50 Years of Social Issues in Singapore (Singapore: World Scientific, 2015), pp.147-166.