Özel Öğrenme Güçlüğünde Erken Müdahale ve Erken Tanı: Müdahaleye Tepki Modeli

Yıl 2022, , 3679 - 3692, 11.11.2022

Sultan Kaya , Asuman Sağlam Ak , Macid Ayhan Melekoğlu

https://doi.org/10.37669/milliegitim.1034793

Cited By: 1

Öz

Özel öğrenme güçlüğü olan öğrencilerin okuma, yazma ve matematik alanlarında güçlükler yaşadığı bilinmektedir. Bu güçlükleri sergileme riski olan öğrencilere erken müdahalenin sağlanması ileri dönemdeki okul performansları açısından kritik rol oynamaktadır. Özel öğrenme güçlüğünün değerlendirilmesi ve tanılanmasının Türkiye’deki durumu incelendiğinde özel öğrenme güçlüğü olan öğrencilerin tanılanmasında zekâ testlerinin etkin olarak kullanıldığı bilinmektedir. Fakat özel öğrenme güçlüğü olan öğrencilerin tanılama öncesindeki eğitsel gereksinimlerine yönelik bilimsel dayanaklı ve sistematik uygulamaların yetersiz olduğu görülmektedir. Bu çalışmanın amacı bilimsel dayanaklı ve sistematik bir uygulama olan ve özel öğrenme güçlüğü riski olan öğrencilere yönelik erken müdahale ve erken tanı amaçlı kullanılan Müdahaleye Tepki Modeli (MTM)’nin açıklanarak ulusal alan yazına kazandırılmasıdır. MTM, öğrenme problemleri yaşayan öğrencileri belirleyen ve bu öğrenciler akranlarından geride kalmadan öğrencilere eğitsel destek sağlayan çok aşamalı bir erken tanı, müdahale ve destek sistemidir. MTM’nin amacı, yalnızca özel öğrenme güçlüğü olan öğrencilere değil tanılanmamış ve/veya özel öğrenme güçlüğü olma riski olan öğrencilere de erken müdahale sağlamaktır. MTM çok aşamalı bir model olsa da yaygın olarak üç aşamalı olarak uygulanan bir modeldir. Her bir aşamada müdahalenin niteliği değişmekte ve müdahale daha da yoğunlaşmaktadır. Bu çalışmada MTM’ye yönelik bilgiler sunularak geçmişten günümüze değin özel öğrenme güçlüğü olan bireylerin tanılanma ve erken müdahale süreçlerindeki değişim ele alınmaktadır. Ayrıca Türkiye’de MTM’ye ilişkin durum açıklanarak öneriler sunulmaktadır.

Anahtar Kelimeler

Özel öğrenme güçlüğü, erken müdahale, erken tanı, müdahaleye tepki modeli, tutarsızlık modeli

Early Intervention and Early Diagnosis of Specific Learning Disabilities: Response to Intervention

Öz

It is known that students with specific learning disabilities can exhibit difficulties in reading, writing and mathematics. Providing early intervention to students at risk of manifesting these difficulties plays a critical role in their future school performance. When the situation of evaluation and diagnosis of specific learning disabilities in Turkey is examined, it is known that intelligence tests are used widely in the diagnosis of students with specific learning disabilities. However, it is seen that scientifically based and systematic practices for the educational needs of students with specific learning disabilities before diagnosis are insufficient. The aim of this study is to explain Response to Intervention (RtI), which is a scientifically based and systematic practice and used for early intervention and early diagnosis for students at risk of specific learning disabilities, and contribute to the national literature. RtI is a multi-tiered early diagnosis, intervention and support system that identifies students with learning problems and provides educational support to students before they fall behind their peers. The aim of RtI is to provide early intervention not only to students with specific learning disabilities but also to students who are undiagnosed and/or at risk of having specific learning disabilities. Although RtI is a multi-tiered model, the three-tiered model of RtI is commonly applied. At each tier, the nature of the intervention changes and the intervention intensifies. In this study, the changes in the diagnosis and early intervention processes of individuals with specific learning disabilities from the past to the present are discussed by presenting information about RtI. In addition, the situation regarding RtI in Turkey is explained and suggestions are presented.

Anahtar Kelimeler

specific learning disabilities, early intervention, early diagnosis, response to intervention, discrepancy model

Kaynakça

• Akın, U. (2020). Öğrenme güçlüğü riski olan öğrencilerin akıcı okuma ve okuduğunu anlama becerilerinde zenginleştirilmiş okuma becerileri müdahale paketinin etkililiği: Müdahaleye Tepki Modeli Düzey-II yaklaşımı uygulaması [Yayımlanmamış doktora tezi]. Gazi Üniversitesi.
• Aslan, K. (2015). Özgül öğrenme güçlüğünün erken dönem belirtileri ve erken müdahale uygulamalarına dair derleme. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 1(Sup.2), 577-588.
• Batsche, G., Elliott, J., Graden, J. L., Grimes, J., Kovaleski, J. F., Prasse, D., ... Tilley, W. D. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc.
• Berkeley, S., Bender, W. N., Peaster, L. G., & Saunders, L. (2009). Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42(1), 85-95. https://doi.org/10.1177/0022219408326214
• Bradley, R., Danielson, L., & Doolittle, J. (2005). Response to intervention. Journal of Learning Disabilities, 38(6), 485-486. https://doi.org/10.1177/00222194050380060201
• Cakiroglu, O. (2015). Response to Intervention: Early identification of students with learning disabilities. International Journal of Early Childhood Special Education (INT-JECSE), 7(1), 170-182. https://doi.org/10.20489/intjecse.10399
• Catts, H. W., Nielsen, D. C., Bridges, M. S., Liu, Y. S. & Bontempo, D. E. (2015). Early identification of reading disabilities within an RTI framework. Journal of Learning Disabilities, 48(3), 281-297. https://doi.org/10.1177/0022219413498115
• Çelebioğlu-Morkoç, Ö. ve Aktan-Acar, E. (2014). 4-5 yaş grubu çocuklarına yönelik Çok Amaçlı Erken Müdahale Programı’nın etkililiğinin belirlenmesi. Kuram ve Uygulamada Eğitim Bilimleri (KUYEB), 14(5), 1835- 1860.
• Fletcher, J. M., & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3(1), 30-37. https://doi.org/10.1111/j.1750-8606.2008.00072.x
• Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93-99. https://doi.org/10.1598/RRQ.41.1.4
• Fuchs, D., Fuchs, L. S., & Zumeta, R. O. (2008). Response to intervention. Grigorenko (Ed.), Educating individuals with disabilities: IDEIA 2004 and beyond içinde (s. 115-135). New York: Springer.
• Fuchs, L. S., & Fuchs, D. (2007). A model for implementing responsiveness to intervention. Teaching Exceptional Children, 39, 14–20. https://doi.org/10.1177/004005990703900503
• Fuchs, L. S., Fuchs, D., Craddock, C., Hollenbeck, K. N., Hamlett, C. L., & Schatschneider, C. (2008). Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one? Journal of Educational Psychology, 100(3), 491-509. https://doi.org/10.1037/0022-0663.100.3.491
• Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research and Practice, 18(3), 157–171. http://dx.doi.org/10.1111/1540-5826.00072
• Gartland, D., & Strosnider, R. (2020). The use of response to intervention to inform special education eligibility decisions for students with specific learning disabilities. Learning Disability Quarterly, 43(4), 195-200. https://doi.org/10.1177/0731948720949964
• Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
• Gersten, R. & Dimino, J. A. (2006). RTI (Response to Intervention): Rethinking special education for students with reading difficulties (yet again). Reading Research Quarterly, 41, 99-108. https://doi.org/10.1598/RRQ.41.1.5
• Glover, T. A., & DiPerna, J. C. (2007). Service delivery for response to intervention: Core components and directions for future research. School Psychology Review, 36(4), 526-540. https://doi.org/10.1080/02796015.2007.12087916
• Hale, J. B., Kaufman, A., Naglieri, J. A., & Kavale K. A. (2006). Implementation of IDEA: Integrating response to intervention and cognitive assessment methods. Psychology in the Schools, 43(7), 753-770. https://doi.org/10.1002/pits.20186
• Johnson, E., Mellard, D. F., Fuchs, D., & McKnight, M. A. (2006). Responsiveness to intervention (RTI): How to do it. Lawrence, KS: National Research Center on Learning Disabilities.
• Jones, B. A., Smith, H. H., Hensley-Maloney, L., & Gansle, K. A. (2015). Applying response to intervention to identify learning disabilities in students with visual impairments. Intervention in School and Clinic, 51(1), 28-36. https://doi.org/10.1177/1053451215577475
• Kavale, K. A. (2002). Discrepancy models in identification of learning disability. R. Braldey, L. Danielson and D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice içinde (s. 369-426) . Mahwah, NJ: Erlbaum.
• Ölmez, Y. ve Argün, Z. (2017). RTI modelinin özel eğitime gereksinimi olan 5. sınıf öğrencilerinin matematik öğrenmeleri üzerindeki etkililiği. Eğitim ve Bilim, 42(190), 89-160. http://dx.doi.org/10.15390/EB.2017.6453
• Pesova, B., Sivevska, D. & Runceva, J. (2014). Early intervention and prevention of students with specific learning disabilities. Procedia-Social and Behavioral Sciences, 149, 701-708. https://doi.org/10.1016/j.sbspro.2014.08.259
• Powell, S. R., Fuchs, L. S., Cirino, P. T., Fuchs, D., Compton, D. L., & Changas, P. C. (2015). Effects of a multitier support system on calculation, word problem, and prealgebraic performance among at-risk learners. Exceptional Children, 81(4), 443-470. https://doi.org/10.1177/0014402914563702
• Robertson, S., & Pfeiffer, S. (2016). Development of a procedural guide to implement response to intervention (RtI) with high-ability learners. Roeper Review, 38(1), 9-23. https://doi.org/10.1080/02783193.2015.1112863
• Scruggs, T. E., & Mastropieri, M. A. (2002). On babies and bathwater: Addressing the problems of identification of learning disabilities. Learning Disability Quarterly, 25(3), 155–168. https://doi.org/10.2307/1511299
• Spencer, T. D., Petersen, D. B., & Adams, J. L. (2015). Tier 2 language intervention for diverse preschoolers: An early-stage randomized control group study following an analysis of response to intervention. American Journal of Speech-Language Pathology, 24(4), 619-636. https://doi.org/10.1044/2015_AJSLP-14-0101
• Taylor, A. E. B. (2014). Diagnostic assessment of learning disabilities in childhood: Bridging the gap between research and practice. Springer Science & Business Media.
• Tuğrul Kalaç, E. (2018). Öğrenme güçlüğü ve matematik. M. A. Melekoğlu &, O. Çakıroğlu (Ed), Özel öğrenme güçlüğü olan çocuklar içinde (s. 239-276). Ankara: Vize Akademik.
• VanDerHeyden, A. M., & Burns, M. K. (2010). Essentials of response to intervention. New Jersey: John Wiley & Sons.
• Vuran, S., Aydın O., Uysal, H. ve Şahin, V. (2020). Müdahaleye yanıt: Boylamsal çalışmaların bir sistematik derlemesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Erken Görünüm. https://doi.org/10.16986/huje.2020064992
• Wanzek, J., & Vaughn, S. (2011). Is a three-tier reading intervention model associated with reduced placement in special education? Remedial and Special Education, 32, 162–175. https://doi.org/10.1177/0741932510361267
• Zhou, Q., Dufrene, B. A., Mercer, S. H., Olmi, D. J., & Tingstom, D. H. (2019). Parent‐implemented reading interventions within a response to intervention framework. Psychology in the Schools, 56(7), 1139–1156. https://doi.org/10.1002/pits.22251