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Aileler, Öğretmenler ve Dil ve Konuşma Terapistlerinin Çocuklardaki Dil ve Konuşma Bozukluklarına Yönelik Tutum ve Bilgilerinin Değerlendirilmesi

Yıl 2009, Cilt: 10 Sayı: 01, 71 - 85, 01.02.2009
https://doi.org/10.1501/Ozlegt_0000000134

Öz

Kaynakça

  • Butler, K. G. (1999). From oracy to literacy: changing clinical perceptions. Topics in Language Disorders, 20, 14–32.
  • Carroll, C. (2009). “It's not everyday that parents get a chance to talk like this”: Exploring parents' perceptions and expectations of speech-language pathology services for children with intellectual disability. International Journal of Speech- Language Pathology, Early Online, 1–10. retrieved April 27, 2010, from http://informahealthcare.com/doi/full/10.3109/ 17549500903312107.
  • Catts, H., Fey, M., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331–361.
  • Catts, H., Fey, M., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading disabilities in kindergarten children: A research-based model and its clinical implementation. Language, Speech and Hearing Services in Schools, 32, 38–49.
  • Çelebi, F. (2005). Dil ve konuşma hizmetlerine yönelik ebeveyn tutumlarının belirlenmesi. Yayımlanmamış yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir.
  • Ebert, K. A., & Prelock, P. A. (1994). Teachers' perceptions of their students with communication disorders. Language, Speech and Hearing Services in Schools, 25, 211– 214.
  • Gertner, B. L., Rice, M. L., & Hadley, P. A. (1994). Influence of communicative competence on peer preferences in a preschool classroom, Journal of Speech and Hearing Research 37, 913–923.
  • Glascoe F.P., & Sturner, R. (2000). Surveillance and screening. In J. Law, A. Parkinson, & R. Tamhne (Eds.), Communication difficulties in children. (47–67). Abingdon: Radcliffe Medical Press.
  • Glogowska, M., & Campbell, R. (2000). Investigating parental views of involvement in pre-school speech and language therapy. International Journal of Language and Communication Disorders, 35 (3), 391–405.
  • Glogowska, M., Campbell, R., Roulstone, S., & Enderby, P. (2001). Developing a scale to measure parental attidudes towards preschool speech and language therapy services. International Journal of Language and Communication Disorders, 36 (4), 503–513.
  • Hall, D. M. B., & Elliman, D. (2003). Health for all children (4th ed.). Oxford: Oxford University Press.
  • Hartas, D. (2004). Teacher and speech-language therapist collaboration: being equal and achieving a common goal? Child Language Teaching and Therapy, 20 (1), 33–54.
  • Jenkins, H. (2010). Attitudes of teachers towards dysfluency training and resources. International Journal of Speech- Language Pathology, 12 (3), 253–258.
  • Law, J. (2000). Intervention for children with communication difficulties. In J. Law, A. Parkinson, & R. Tamhne (Eds.), Communication difficulties in children. (135– 151). Abingdon: Radcliffe Medical Press.
  • Letts, C., & Hall, E. (2003). Exploring early years professional’s knowledge about speech and language and development and impairment. Child Language Teaching and Therapy, 19, 211–229
  • Lewis, B. A., Freebaim, L. A., & Taylor, H. G. (2000). Academic outcomes in children with histories of speech sound disorders. Journal of Communication Disorders 33, 11–30.
  • Marshall, J., Ralph, S., & Palmer, S. (2002). ‘I wasn’t trained to work with them’: mainstream teachers’ attitudes to children with speech and language difficulties. International Journal of Inclusive Education, 6, 199–215.
  • Maviş, İ., Toğram, B., & Akyüz-Toğram, A. (2005, Ekim). öğretmenlerinin dil ve konuşma bozukluklarına yönelik görüşleri. XV. Ulusal Özel Eğitim Kongresi’nde sunulmuş bildiri, Ankara.
  • Mowren, D., Wahl, P., & Doolan, S. (1978). The effects of lisping on audience evaluation of male speakers. Journal of Speech and Hearing Disorders, 42 (2), 140–148.
  • Nungesser, N. R., & Watkins, R. V. (2005). Preschool teachers’ perceptions and reactions to challenging classroom behavior: implications for speech-language pathologists. Language, Speech and Hearing Services in Schools, 36, 139–151.
  • Okalidou, A., & Kampanaros, M. (2001).Teacher perceptions of communication impairment at screening stage in preschool children living in Patras, Greece. International Journal of Language and Communication Disorders, 36 (4), 489–502.
  • Overby, M., Carrell, T., & Bernthal, J. (2007). Teachers’ perceptions of students with speech sound disorders: A quantitative and qualitative analysis. Language, Speech, and Hearing Services in Schools, 38, 327–341.
  • Pappas, N. W., McLeod, S., McAllister, L., & McKinnon, D. H. (2008). Parental involvement in speech intervention: a national survey. Clinical Linguistics & Phonetics, 22 (4–5), 335–344.
  • Ramig, P.R. (1993). Parent-clinician-child partnership in the therapeutic process of the preschooland elementary-aged child who stutters. Seminars in Speech and Language, 14 (3), 226–237.
  • Reid, J., Millar, S., Tait, L., Donaldson, M. L., Dean, E. C., Thomson, G. O. B., & Grieve, R. (1996, October). Interchange no 43: Pupils with special educational needs: The role of speech and language therapists. Retrieved March 20, 2010, from www.scotland.gov.uk/edru/pdf/ers/interchang e_43.pdf
  • Rice, M. L., Sell, M. A., & Hadley, P. A. (1991). Social interactions of speech and language impaired children. Journal of Speech and Hearing Research, 34, 1299-1307.
  • Rice, M. L., Hadley, P. A., & Alexander, A. L. (1993). Social biases toward children with speech and language impairments: A correlative causal model of language limitations. Applied Psycholinguistics, 14, 445–471.
  • Russell, S. C., & Kaderavek, J. N. (1993). Alternative models for collaboration. Language, Speech, and Hearing Services in Schools, 24, 76–78.
  • Sadler, J. (2005). Knowledge, attitudes and beliefs of the mainstream teachers of children with a preschool diagnosis of speech/language impairment. Child Language Teaching and Therapy, 21 (2), 147–163.
  • Santamaría, L. J., & Thousand, J. S. (2004). Collaboration, co-teaching, and differentiated instruction: A process-oriented approach to whole schooling. International Journal of Whole Schooling, 1 (1), 13–27.
  • Signoretti, L. F., & Oratio, A. R. (1981). A multivariate analysis of teacher’s attitudes toward public school speech pathology services. Language, Speech, and Hearing Services in Schools, 12, 178–187.
  • Tomblin, J. B., Zhang, X., Buckwater, P., & Catts, H. (2000). The association of reading disability, behavioural disorders and language impairment among second grade children. Journal of Child Psychology and Psychiatry, 41, 473–82.
  • Türköz, N. (2004). Öğretmenlerin kekeme öğrenciye ve kekeleyen öğrencinin ebeveynine karşı tutumların betimlenmesi. Yayınlanmamış yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir.
  • Williams, C. (2006). Teacher judgements of the language skills of children in the early years of schooling. Child Language Teaching and Therapy, 22, 135–154.

Aileler, Öğretmenler ve Dil ve Konuşma Terapistlerinin Çocuklardaki Dil ve Konuşma Bozukluklarına Yönelik Tutum ve Bilgilerinin Değerlendirilmesi

Yıl 2009, Cilt: 10 Sayı: 01, 71 - 85, 01.02.2009
https://doi.org/10.1501/Ozlegt_0000000134

Öz

Çocuklardaki iletişim sorunları aile bildirimleri, öğretmen raporları ve dil ve konuşma terapistleri (DKT) tarafından yapılan değerlendirmeler ile saptanmaktadır. Dil ve konuşma bozukluklarının önlenmesi ve terapisinde işbirliği içinde bulunmaları gereken bu üçlü grubun konuya ilişkin görüş ve tutumları alanyazında önemli bulunmaktadır. Bu çalışmanın amacı, ebeveynlerin, öğretmenlerin ve DKT’lerin dil ve konuşma bozuklukları alanındaki sorumluluk ve rollerini nasıl algıladıklarını, dil ve konuşma bozukluğu olan çocuğun akademik ve sosyal başarısına yönelik tutumlarını, dil ve konuşma bozukluklarının nedenleri ve terapisine yönelik düşüncelerini betimlemektir. Çalışmaya 37 aile bireyi, 46 öğretmen ve 35 DKT katılmıştır. Anket yoluyla elde edilen veriler her grubun konuya ilişkin bilgisini ortaya koymak için karşılaştırılmıştır. Dil ve konuşma bozukluğu olan çocukların akademik/sosyal başarılarına yönelik tutumlarında diğer katılımcı gruplara göre öğretmenlerin, çocukların terapi gereksinimlerine yönelik tutumlarında ise ailelerin daha kararsız tutumlar geliştirdikleri dikkat çekmektedir.Dil ve konuşma bozukluklarının nedenleri ve terapi eksikliklerine yönelik bilgilerinde grupların öncelikli sıralamalarının farklılaştığı görülmüştür

Kaynakça

  • Butler, K. G. (1999). From oracy to literacy: changing clinical perceptions. Topics in Language Disorders, 20, 14–32.
  • Carroll, C. (2009). “It's not everyday that parents get a chance to talk like this”: Exploring parents' perceptions and expectations of speech-language pathology services for children with intellectual disability. International Journal of Speech- Language Pathology, Early Online, 1–10. retrieved April 27, 2010, from http://informahealthcare.com/doi/full/10.3109/ 17549500903312107.
  • Catts, H., Fey, M., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331–361.
  • Catts, H., Fey, M., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading disabilities in kindergarten children: A research-based model and its clinical implementation. Language, Speech and Hearing Services in Schools, 32, 38–49.
  • Çelebi, F. (2005). Dil ve konuşma hizmetlerine yönelik ebeveyn tutumlarının belirlenmesi. Yayımlanmamış yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir.
  • Ebert, K. A., & Prelock, P. A. (1994). Teachers' perceptions of their students with communication disorders. Language, Speech and Hearing Services in Schools, 25, 211– 214.
  • Gertner, B. L., Rice, M. L., & Hadley, P. A. (1994). Influence of communicative competence on peer preferences in a preschool classroom, Journal of Speech and Hearing Research 37, 913–923.
  • Glascoe F.P., & Sturner, R. (2000). Surveillance and screening. In J. Law, A. Parkinson, & R. Tamhne (Eds.), Communication difficulties in children. (47–67). Abingdon: Radcliffe Medical Press.
  • Glogowska, M., & Campbell, R. (2000). Investigating parental views of involvement in pre-school speech and language therapy. International Journal of Language and Communication Disorders, 35 (3), 391–405.
  • Glogowska, M., Campbell, R., Roulstone, S., & Enderby, P. (2001). Developing a scale to measure parental attidudes towards preschool speech and language therapy services. International Journal of Language and Communication Disorders, 36 (4), 503–513.
  • Hall, D. M. B., & Elliman, D. (2003). Health for all children (4th ed.). Oxford: Oxford University Press.
  • Hartas, D. (2004). Teacher and speech-language therapist collaboration: being equal and achieving a common goal? Child Language Teaching and Therapy, 20 (1), 33–54.
  • Jenkins, H. (2010). Attitudes of teachers towards dysfluency training and resources. International Journal of Speech- Language Pathology, 12 (3), 253–258.
  • Law, J. (2000). Intervention for children with communication difficulties. In J. Law, A. Parkinson, & R. Tamhne (Eds.), Communication difficulties in children. (135– 151). Abingdon: Radcliffe Medical Press.
  • Letts, C., & Hall, E. (2003). Exploring early years professional’s knowledge about speech and language and development and impairment. Child Language Teaching and Therapy, 19, 211–229
  • Lewis, B. A., Freebaim, L. A., & Taylor, H. G. (2000). Academic outcomes in children with histories of speech sound disorders. Journal of Communication Disorders 33, 11–30.
  • Marshall, J., Ralph, S., & Palmer, S. (2002). ‘I wasn’t trained to work with them’: mainstream teachers’ attitudes to children with speech and language difficulties. International Journal of Inclusive Education, 6, 199–215.
  • Maviş, İ., Toğram, B., & Akyüz-Toğram, A. (2005, Ekim). öğretmenlerinin dil ve konuşma bozukluklarına yönelik görüşleri. XV. Ulusal Özel Eğitim Kongresi’nde sunulmuş bildiri, Ankara.
  • Mowren, D., Wahl, P., & Doolan, S. (1978). The effects of lisping on audience evaluation of male speakers. Journal of Speech and Hearing Disorders, 42 (2), 140–148.
  • Nungesser, N. R., & Watkins, R. V. (2005). Preschool teachers’ perceptions and reactions to challenging classroom behavior: implications for speech-language pathologists. Language, Speech and Hearing Services in Schools, 36, 139–151.
  • Okalidou, A., & Kampanaros, M. (2001).Teacher perceptions of communication impairment at screening stage in preschool children living in Patras, Greece. International Journal of Language and Communication Disorders, 36 (4), 489–502.
  • Overby, M., Carrell, T., & Bernthal, J. (2007). Teachers’ perceptions of students with speech sound disorders: A quantitative and qualitative analysis. Language, Speech, and Hearing Services in Schools, 38, 327–341.
  • Pappas, N. W., McLeod, S., McAllister, L., & McKinnon, D. H. (2008). Parental involvement in speech intervention: a national survey. Clinical Linguistics & Phonetics, 22 (4–5), 335–344.
  • Ramig, P.R. (1993). Parent-clinician-child partnership in the therapeutic process of the preschooland elementary-aged child who stutters. Seminars in Speech and Language, 14 (3), 226–237.
  • Reid, J., Millar, S., Tait, L., Donaldson, M. L., Dean, E. C., Thomson, G. O. B., & Grieve, R. (1996, October). Interchange no 43: Pupils with special educational needs: The role of speech and language therapists. Retrieved March 20, 2010, from www.scotland.gov.uk/edru/pdf/ers/interchang e_43.pdf
  • Rice, M. L., Sell, M. A., & Hadley, P. A. (1991). Social interactions of speech and language impaired children. Journal of Speech and Hearing Research, 34, 1299-1307.
  • Rice, M. L., Hadley, P. A., & Alexander, A. L. (1993). Social biases toward children with speech and language impairments: A correlative causal model of language limitations. Applied Psycholinguistics, 14, 445–471.
  • Russell, S. C., & Kaderavek, J. N. (1993). Alternative models for collaboration. Language, Speech, and Hearing Services in Schools, 24, 76–78.
  • Sadler, J. (2005). Knowledge, attitudes and beliefs of the mainstream teachers of children with a preschool diagnosis of speech/language impairment. Child Language Teaching and Therapy, 21 (2), 147–163.
  • Santamaría, L. J., & Thousand, J. S. (2004). Collaboration, co-teaching, and differentiated instruction: A process-oriented approach to whole schooling. International Journal of Whole Schooling, 1 (1), 13–27.
  • Signoretti, L. F., & Oratio, A. R. (1981). A multivariate analysis of teacher’s attitudes toward public school speech pathology services. Language, Speech, and Hearing Services in Schools, 12, 178–187.
  • Tomblin, J. B., Zhang, X., Buckwater, P., & Catts, H. (2000). The association of reading disability, behavioural disorders and language impairment among second grade children. Journal of Child Psychology and Psychiatry, 41, 473–82.
  • Türköz, N. (2004). Öğretmenlerin kekeme öğrenciye ve kekeleyen öğrencinin ebeveynine karşı tutumların betimlenmesi. Yayınlanmamış yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir.
  • Williams, C. (2006). Teacher judgements of the language skills of children in the early years of schooling. Child Language Teaching and Therapy, 22, 135–154.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Bülent Toğram Bu kişi benim

İlknur Maviş Bu kişi benim

Yayımlanma Tarihi 1 Şubat 2009
Yayımlandığı Sayı Yıl 2009 Cilt: 10 Sayı: 01

Kaynak Göster

APA Toğram, B., & Maviş, İ. (2009). Aileler, Öğretmenler ve Dil ve Konuşma Terapistlerinin Çocuklardaki Dil ve Konuşma Bozukluklarına Yönelik Tutum ve Bilgilerinin Değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 10(01), 71-85. https://doi.org/10.1501/Ozlegt_0000000134




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