Yıl 2020, Cilt 7 , Sayı 1, Sayfalar 30 - 46 2020-03-01

The Experiences, Opinions and Suggestions of Special Education Teachers Regarding Leisure Activities Selected by Students with Intellectual Disability

Müzeyyen ELDENİZ ÇETİN [1] , Evgin ÇAY [2]


This study aimed to identify the teachers’ experiences, opinions and suggestions regarding the leisure time activities chosen by intellectually disabled students. Case study method, one of the qualitative research methods, was used in the study, and the participants were selected through criterion sampling. A total of 25 teachers- 18 females and 7 males- took part in the study. Data was collected through open-ended questions and teacher diaries, and then it was analyzed descriptively. The findings of the study revealed that the teachers did not have any significant problems while teaching leisure time activities and their rules to students with intellectual disability, and the students enjoyed working both individually and as a group during those activities. The findings also indicated that some students wanted to start another activity without finishing the current one. In addition, the teachers stated that more educational activities were necessary, and they expected the government to provide the schools with such educational games and tools. It was also found out that the teachers used class hours to teach the leisure time activities chosen by the students, but they needed more time. Finally, they stated that they did not experience any trouble with the school administration with respect to those leisure time activities.

intellectual disability, individual with intellectual disability, leisure time activity
  • Barry, L., & Burlew, S. (2004). Using social stories to teach choice and play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 19(1), 45-51.
  • Bult, M. K., Verschuren, O., Jongmans, M. J., Lindeman, E., ve Ketelaar, M. (2011). What influences participation in leisure activities of children and youth with physical disabilities? A systematic review. Research in developmental disabilities, 32(5), 1521-1529.
  • Büküşoğlu, N. ve Bayturan, A.F. (2005). Serbest zaman etkinliklerinin gençlerin psiko-sosyal durumlarına ilişkin algısı üzerindeki rolü. Ege Tıp Dergisi, 44(3), 173-177.Carter, C. M. (2001). Using choice with game play to increase language skills and interactive behaviors in children with autism. Journal of Positive Behavior Interventions, 3, 131-151.
  • Clark, C. D. (2006). Teahing choice making to children with visual impairments and multiple disabilities in preschool and kindergarten classrooms. (Yayınlanmamış Doktora Tezi), The University of Utah, Salt Lake City, Utah.
  • Cote Sparks, S. and Cote, D.L. (2012).Teaching Choice Making to Elementary Students With Mild to Moderate Disabilities. Intervention in School and Clinic 47(5), 290–296.
  • Cole, C. L., ve Levinson, T. R. (2002). Effects of within-activity choices on the challenging behavior of children with severe developmental disabilities. Journal of Positive Behavior Interventions, 4(52), 29-37.
  • Chickie-Wolfe, L. A. (1998). Effects of choice making on the adaptive behaviors of adolescents with emotional disturbance. (Yayınlanmamış Doktora Tezi), Vanderbilt Universitesi, Nashville, Tennessee, ABD.
  • Çay, E. (2017). Zihinsel yetersizliği olan bireylere serbest zaman becerilerinin küçük grupla öğretiminde video ipucunun etkililiği. (Yayınlanmamış Yüksek Lisans Tezi), Abant İzzet Baysal Üniversitesi Eğitim Bilimleri Enstitüsü, Bolu.
  • Duke, J. M. (2008). Teaching students with multiple disabilities to respond to choises using photographes. (Yayınlanmamış Doktora Tezi), The Johns Hopkins University, Baltimore, Maryland.
  • Dunlap, G., DePerczel, M., Clarke, S., Wilson, D., Wright, S., White, R., vd. (1994). Choice making to promote adaptive for students with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 505-518.
  • Dunlap, G., & Liso, D. (2004). Using choice and preference to promote improved behavior. What Works Brief Series, Erişim 30/08/2004, http://csefel.uiuc.edu.
  • Dutt, A. S. K.(2010). The effects of skill training on preference for individuals with severe to profound multiple disabilities. The Doctor of thesses in the Graduate College of The University of Iowa.
  • Dibley, S. & Lim, L. (1999). Providing choice making opportunities within and between daily school routines. Journal of Behavioral Education, 9(2), 117-132.
  • Eldeniz-Çetin, M. (2013). Ağır ve çoklu yetersizliği olan bireylerin tercihlerinin değerlendirilmesi ve seçim yapma becerisinin öğretimi. (Yayınlanmamış Doktora Tezi), Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Farry, W. (2008). The effects of videa modeling on leisure time activities for learners with severe special needs. (Unpublished Doctorate Dissertation), Arizona State University, USA.
  • Foster-Johnson L, Ferro J, & Dunlap G. (1994). Preferred curricular activities and reduced problem behaviors in students with intellectual disabilities. Journal of Applied Behavior Analysis. 27(3), 493–504.
  • Göçer, A. (2004). Türkçe öğretimine bir uygulama sahası olarak belirli günler ve haftaların kutlama etkinlikleri. Milli Eğitim Dergisi, 32(162), 1302-5600.
  • Gülay Ogelman, (2014). Okul öncesi eğitim kurumlarında serbest zaman etkinliklerinin gözlemlenmesi, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(26), 125-138.
  • Güçlü, M. (2013). Gençlik döneminde boş zaman faaliyetlerinin yeri ve önemi, Gençlik Araştırmaları Dergisi, 1(1), 2147-8473.
  • Green, C. W., Reid, D. H., White, L. K., Halford, R. C., Brittain,D. P., & Gardner, S. M. (1988). Identifying reinforcers for persons with profound handicaps: Staff opinion versus systematic assessment of preferences. Journal of Applied Behavior Analysis, 21, 31-43.
  • Hanley, G P., Cammilleri, A. P., Tiger, J. H., ve Ingvarsson, E. T. (2007). Towards a mothod for describng preschoolers’ activity preferences. Journal of Applied Behavior Analysis, 40, 603-618.
  • Harding, J. W., Wacker, D. P., Berg, W. K., Barreto, A., & Rankin, B. (2002). Assessment and treatment of severe behavior problems using choice making procedures. Education and Treatment of Children, 25(1), 26-46.
  • Hoch, C. (2006). Emotions and planning. Planning Theory & Practice, 7, 367-382.
  • Jolivette, K. (1999). Effects of choice making opportunities on the behaviors of students with emotional and behavioral disorders. (Yayınlanmamış Doktora Tezi), Vanderbilt Universitesi, Nashville, Tennessee.
  • Jolivette, K.,Stichter, J. P., Sibilsky, S., Scott, T. M., & Ridgley, R. (2002). Naturally occurring opportunities for preschool children with or without disabilities to make choices. Education and Treatment of Children. 25, 395-414.
  • Kearney, C. A., ve McKnight, T. J. (1997). Preference, choice, and persons with disabilities: A synopsis of assessments, interventions, and future directions. Clinical Psychology Review, 17, 217-238.
  • Law, M., King, G., King, S., Kertoy, M., Hurley, P., Rosenbaum, P., ve Hanna, S. (2006). Patterns of participation in recreational and leisure activities among children with complex physical disabilities. Developmental Medicine and Child Neurology, 48(05), 337-342.
  • Martin, T. L., Yu, C. T., Martin, G. L., & Fazzio, D. (2006). On choice, preference and preference for choice. The Behavior Analyst Today, 7(2), 234-241. Doi: 10.1037/h0100083
  • Majnemer, A., Shevell, M., Law, M., Birnbaum, R., Chilingaryan, G., Rosenbaum, P., ve Poulin, C. (2008). Participation and enjoyment of leisure activities in school‐aged children with cerebral palsy. Developmental Medicine and Child Neurology, 50(10), 751-758.
  • Murphy, E. S., McSweeney, F. K., Smith, R. G., ve McComas, J. J. (2003). Dynamic changes in reinforcer effectiveness: Theoretical, methodological, and practical implications for applied research. Journal of Applied Behavior Analysis, 36, 421-438.
  • Megep, (2007). Çocuk gelişimi ve eğitimi. Serbest zaman etkinlikleri. Ankara.
  • Mccormick, K. M., Julivette, K., & Ridgley, R. (2003). Choice making: As an intervention strategy for young children. Young Exceptional Children, 6(2), 3-10. https://doi.org/10.1177/109625060300600202
  • Newman, B., Needelman, M., Reinecke, D. R. ve Robek, A. (2002). The effect of providing choices on skill acqusition and competing behavior of children with autism during discrete trial instruction. Behavioral Interventions, 17, 31-41.
  • Parsons, M. B.,Reıd, D. H., Reynolds, J., & Bumgarner, M. (1990). Effects of chosen versus assigned jobs on the work performance of persons with severe handicaps. Journal of Applied Behavior Analysis, 23(2), 253-258. doi:10.1901/jaba.1990.23-253
  • Peterson, S. M. P., Caniglia, C., ve Royster, A. J. (2001). Application of choice-making intervention for a student with multiply maintained problem behavior. Focus on Autism and Other Developmental Disabilities, 16(4), 240 246.
  • Peck, S. M., Wacker, D. P., Berg, W. K., Cooper, L. J., Brown, K. A., Richman, D., McComas, J. J., Frischmeyer, P. & Millard, T. (1996). Choice-making treatment of young children’s severe behavior problems. Journal of Applied Behavior Analysis, 29(3), 263-290.
  • Romaniuk, C.,Miltenberger, R., Conyers, C., Jenner, N., Jurgens, M., & Ringenberg, C. (2002). The influence of activity choice on problem behaviors maintained by escape versus attention. Journal of Applied Behavior Analysis, 35(4), 349-362.
  • Romaniuk, C., & Miltenberger, R. G. (2001). The influence of preference and choice of activity on problem behavior. Journal of Positive Behavior Interventions, 3(3), 152-159. https://doi.org/10.1177/109830070100300303
  • Preskitt, J. K., Goldfarb, S. S., Mulvihill, B. A., Colburn, S., ve Davis, M. M. (2013). Future plans and social/recreational activities of youth with special health care needs: The implications of parental help in completing surveys. Disability and health journal, 6(4), 343-351.
  • Sarikaya, İ., (2013). Serbest zaman etkinlikleri dersinin öğretmen görüşlerine göre incelenmesi. (Yayınlanmamış Yüksek Lisans Tezi), Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Anabilim Dalı, Erzurum.
  • Shogren, K. A., Faggelle-Luby, M. N., Bae, S. J., & Wehmeyer, M. L. (2004). The effect of choice-making as an intervention for problem behavior. Journal of Positive Behavior Interventions, 6(4), 228-237.
  • Shevin, M., ve Kleın, N. K. (2004). The importance of choice-making skills for students with severe disabilities. Research & Practice for Persons with Severe Disabilities, 29, 161-168.
  • Spevack, S., Martin, T. L., Heibert, R., Yu, C. T. ve Martin, G. L. (2004). Effects of choice of work tasks on on-task, aberrant, happiness and unhappiness behaviors of persons with developmental disabilities. Journal on Developmental Disabilities, 11(2), 79-97.
  • Sucuoğlu, B. (2009). Zihin engelliler ve eğitimleri[Intellectual disability and their education]. Ankara: Kök Yayıncılık, Şubat.
  • Stafford, A. M. (2005). Choice making: A strategy for students with severe disabilities. Teaching Exceptional Children, 37(6), 12-17.
  • Ülke Kürkçüoğlu, B. (2007). Otistik özellik gösteren çocuklara sunulan seçim fırsatları ve etkileri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 8 (2) 67-83.
  • Ülke-Kürkçüoğlu, B. (2007). Otistik özellik gösteren çocuklara bire-bir öğretimde etkinlikler içi ve arası seçim fırsatları sunmanın etkilerinin karşılaştırılması. (Yayımlanmamış doktora tezi), Anadolu Üniversitesi, Eskişehir, Türkiye.
  • Watanabe, M., ve Sturmey, P. (2003). The effect of choice-making opportunities during activity schedules on task engagements of adults with autism. Journal of Autism and Developmental Disorders, 33, 535- 538.
  • Wehmeyer, M. L. (2003). Self-determination, vocational rehabilitation and workplace supports. Journal of Vocational Rehabilitation, 19, 67-69.
  • Wood, W. M., Karvonen, M., Test, D. W., Browder, D. ve Algozzine, B. (2004). Promoting student self determination skills in IEP planning. Teaching Exceptional Children, 36(3), 8-16.
  • Vaughn, B. J., & Horner, R. H. (1997). Identifying instructional tasks that occasion problem behaviors and assessing the effects of student versus teacher choice among these tasks. Journal of Applied Behavior Analysis, 30(2), 299-312.
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
  • Yıldırım, A., ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
Birincil Dil en
Konular Eğitim, Özel
Bölüm Research Articles
Yazarlar

Orcid: 0000-0001-9231-7344
Yazar: Müzeyyen ELDENİZ ÇETİN
Kurum: BOLU ABANT İZZET BAYSAL ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ
Ülke: Turkey


Orcid: 0000-0002-1199-3939
Yazar: Evgin ÇAY (Sorumlu Yazar)
Kurum: T.C. MİLLİ EĞİTİM BAKANLIĞI
Ülke: Turkey


Destekleyen Kurum Bolu Abant İzzet Baysal Üniversitesi
Proje Numarası BAP-2017.02.07.1250
Tarihler

Yayımlanma Tarihi : 1 Mart 2020

APA ELDENİZ ÇETİN, M , ÇAY, E . (2020). The Experiences, Opinions and Suggestions of Special Education Teachers Regarding Leisure Activities Selected by Students with Intellectual Disability. Participatory Educational Research , 7 (1) , 30-46 . DOI: 10.17275/per.20.3.7.1