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ENGELLİ ERGENLERİN SOSYAL İLİŞKİLERİNİ OLUŞTURMA SÜRECİNDE EĞİTSEL ORTAMLARIN DÜZENLENMESİ

Yıl 2003, Sayı: 1, 21 - 29, 01.05.2003

Pınar San Bayhan

Öz

Engelli ergenlerin topluma hazırlanması süreci aile içinde başlar ve daha sonra okul
yıllarında da devam eder. Okul yıllarında engelli ergenler, akademik becerilerin yanı
sıra sosyal becerilerin kazandırılmasına daha fazla ihtiyaç duyarlar. Sosyal becerilerin
kazandırılması sadece ilk adımdır, daha sonra toplumsal hayata hazırlık ve kariyer
planlaması gelmelidir. Engelli ergenlerin toplumsal yaşama atılmalarından söz
edilirken, eğitim ortamları da büyük önem kazanmaktadır. Kaynaştırma ortamlarının ise
engelli ergenlerin mevcut potansiyellerini en uygun şekilde ortaya koymalarını
sağlayacak eğitsel ortamlar olduğu söylenebilir. Bununla birlikte, engelli ergenlerin
sosyal becerilerinin desteklenmesi için sosyal katılımlarını arttırıcı bir takım
düzenlemeler yapılmalıdır. Engelli ergenlere fırsatlar sağlanmalı, ortam düzenlemeleri
yapılmalı, sosyal destek sağlanmalı, etkileşim becerileri arttırılmalı, ilişkilerin sürekliliği
sağlanmalıdır.

Anahtar Kelimeler

Engelli ergen eğitsel ortam sosyal ilişkiler

Kaynakça

  • Batu, S. (2000) ; Özel Gereksinimli Öğrencilerin Kaynaştırıldığı Bir Kız Meslek Lisesindeki Öğretmenlerin Kaynaştırmaya İlişkin görüş ve Önerileri, Anadolu Üniversitesi Engelliler Araştırma Enstitüsü Yayınları, No: 2, Eskişehir
  • Bullock, L. M. (1992) Exceptionalities In Children And Youth. p. 68-92. Allyn and Bacon Press, USA.
  • Culatta, R. A.; Tompkins, J. R. (1999) ; Fundamentals of Special Education. What Every Teacher Needs To Know. p. 1-30. Prentice Hall Inc. New Jersey.
  • Doré, R. Ve ark. (2002) High School Inclusion of Adolescents with Mental Retardation: A Multiple Case Study. Education Training in Mental Retardation and Developmental Disabilities 37 (3) , 253-261
  • Dönmez, N. B; Avcı, N.; Aslan, N. (1997) ; Entegrasyona Katılan Bireylerin Entegrasyona İlişkin Görüşlerinin İncelenmesi. p. 23-31. 7. Özel Eğitim Günleri Bildirileri serbest bildiri. Karatepe Yayınları, Eskişehir.
  • Eliason, S. L. (1998) Social Integration an Satisfaction Among Individuals With Developmental Disabilities: A Sociological Perspective. Education Training in Mental Retardation and Developmental Disabilities v33 no2 pp162-167
  • Evans, R. (1989) ; Special Educational Needs: Policy and Practise. p. 116-125. Blackwell Ltd. England.
  • Gallagher ve ark. (2000) ınclusion of Students With Moderate or Severe Disabilities in Educational and Community Settings: Perspectives From Parents and Siblings. Education Training in Mental Retardation and Developmental Disabilities v35 no2 pp135-47.
  • Güzel-Özmen, R. (2003) Özel Gereksinimli Çocuklar ve Özel Eğitime Giriş. p. 51-83. Ataman, A. ed. Gündüz Eğitim ve Yayıncılık, Ankara
  • Hamston j., Murdock K. (1996) Integrating Socially. p. 1-11. Heinemann Pub, UK.
  • Heward, W. L. (1996) Exceptional Children. An Instruction to Special Education (5th ed.) , p. 20-41. Merril Publishing Company, USA.
  • Kraemer B. R. ve ark. (1997) Adolescents With Severe Disabilities: Family, School and Community Integration. The journal of Association for Persons With Severe Disabilities. V22 no4 pp 224-234.
  • Kuz, T. (2001) ; Kaynaştırma Eğitimine Yönelik Tutumların İncelenmesi, p. 33-44. T. C. Başbakanlık Özürlüler İdaresi Başkanlığı Yayınları, Ankara.
  • Snell, M. E., Jonrey, R. (2001) Social Relationships and Social Support. p. 21-33. Paul Brooks Pub. London.
  • Schaffner, C. B., Buswell, E. B. (1996) Inclusion. A Guide for Educators. p. 49-67. Ed.: Stainback & Stainback. Paul Brooks Pub. USA.
  • Brown, R., Hibbard, M., Waters, B. (1986) The Transition of the Mentally Retarded from School to Work. Children and Youth Services Review, vol. 8 pp: 227-241
  • Brown, R. I. (1997) Quality Of Life for People With Disabilities 2nd ed. Stanley Thornes Ltd. UK.
  • Bullock, L. M. (1992) Exceptionalities in Children and Youth. Allyn and Bacon Press, USA.
  • Culatta, R. A.; Tompkins, J. R. (1999) ; Fundamentals of Special Education. What Every Teacher Needs to Know. Prentice Hall Inc. New Jersey.
  • Davies, S. P. (1994) The Mentally Retarded in Society. Columbia University Press, NY.
  • Drew, L. J., Hardman, M. L. (2000) Mental Retardation, a Life Cycle Approach 7th ed. Prentice Hall Inc. New Jersey.
  • Doré, R. Ve ark. (2002) High School Inclusion of Adolescents with Mental Retardation: A Multiple Case Study. Education Training in Mental Retardation and Developmental Disabilities 37 (3) , 253-261
  • Eliason, S. L. (1998) Social Integration and Satisfaction among Individuals with Developmental Disabilities: A Sociological Perspective. Education Training in Mental Retardation and Developmental Disabilities v33 no2 pp162-167
  • Evans, R. (1989) ; Special Educational Needs: Policy and Practise. Blackwell Ltd. England.
  • Ferguson, P. M., Ferguson, D. L., Taylor, S. J. (1992) Interpreting Disability. Teachers College Press, NY.
  • Gable, R. A., Warren, S. F. ed. (1993) Advances in Mental Retardation and Developmental Disabilities. Jesica Kingsley Pub. London.
  • Gallagher ve ark. (2000) ınclusion of Students With Moderate or Severe Disabilities in Educational and Community Settings: Perspectives From Parents and Siblings. Education Training in Mental Retardation and Developmental Disabilities v35 no2 pp135-47.
  • Gür, A. (2001) Özürlülerin Sosyal Yaşama Uyum Süreçlerinde Sportif Etkinliklerin Rolü. Başbakanlık Özürlüler İdaresi Başkanlığı Yayınları, Ankara.
  • Hamston j., Murdock K. (1996) Integrating Socially. Heinemann Pub, UK.
  • Heward, W. L. (1996) Exceptional Children. An Instruction to Special Education (5th ed.) , Merril Publishing Company, USA.
  • Kraemer B. R. ve ark. (1997) Adolescents with Severe Disabilities: Family, School and Community Integration. The journal of Association for Persons With Severe Disabilities. V. 22 no: 4 pp. 224-234.
  • Leffert, J. S., Siperstein, G. N., Mıllıkan, E. (2000) Understanding social adaptation in children with mental retardation: A social-cognitive perspective. Exceptional Children, V. 66, i4, p. 530.
  • Lewis, V. (1987) Development And Handicap. Blackwell Pub. UK.
  • Modell, S. J., Valdez, L. A. (2002) Beyond bowling transition planning for students with disabilities. Teaching Exceptional Children, vol34, n6 pp: 46-52.
  • Neubert, D. A.; Moon, M. S. (2000) How a transition profile helps students prepare for life in the community. Teaching Exceptional Children v. 33 no2 (Nov/Dec 2000) pp: 20-5.
  • OECD (2003) Transforming Disability into Ability. OECD Press, Paris.
  • OECD (1991) Disabled Youth: From School To Work. OECD Press, Paris.
  • Sartawi, A. A. M., Abu-Hilal, M. M, Qaryouti, İ. (1999) The causal relationship between the efficacy of training programs and the work environment for workers of disabilities. International Journal of Disability, Development and Education, v46, n1, p109-124.
  • Sitlington, P. (1996) Transition to living: The neglected component of transition programming for individuls with learning disabilities. Journal of Learning Disabilities, V. 29, p. 31-40.
  • Snell, M. E., Jonrey, R. (2001) Social Relationships and Social Support. Paul Brooks Pub. London.
  • Stainback, S., Stainback, W. (1996) Inclusion. A Guide For Educators. Paul Brooks Pub. USA.
  • Thompson, S. J.; Quenemoen, R. F.; Thurlow, M. L.; Ysseldyke, J. E. (2001) Alternate Assessments for Students with Disabilities. Corwin Press Inc, USA.
  • Williams., Shoultz, B. We Can Speak For Ourselves. Souvenir Press Ltd, London, 1982.

Yıl 2003, Sayı: 1, 21 - 29, 01.05.2003

Pınar San Bayhan

Öz

Transition planning of adolescents with special needs, begin in early years at homeand continue through the school years. Adolescents with special needs need socialskills to develop besides academic abilities. It is the first step to develop social skills.Transition and career planning must be placed in process soon. Educational settingsmust be considered in the subject of transition planning. Inclusive settings provide besteducational environment to adolescents with special needs to develop their skills andperform their best. Moreover, some arrangements must be made to supportadolescents with special needs to develop social skills. Opportunities must beobtained, educational settings must be arranged, and interaction skills must besupported

Anahtar Kelimeler

Adolescents with special needs educational settings social relations

Kaynakça

  • Batu, S. (2000) ; Özel Gereksinimli Öğrencilerin Kaynaştırıldığı Bir Kız Meslek Lisesindeki Öğretmenlerin Kaynaştırmaya İlişkin görüş ve Önerileri, Anadolu Üniversitesi Engelliler Araştırma Enstitüsü Yayınları, No: 2, Eskişehir
  • Bullock, L. M. (1992) Exceptionalities In Children And Youth. p. 68-92. Allyn and Bacon Press, USA.
  • Culatta, R. A.; Tompkins, J. R. (1999) ; Fundamentals of Special Education. What Every Teacher Needs To Know. p. 1-30. Prentice Hall Inc. New Jersey.
  • Doré, R. Ve ark. (2002) High School Inclusion of Adolescents with Mental Retardation: A Multiple Case Study. Education Training in Mental Retardation and Developmental Disabilities 37 (3) , 253-261
  • Dönmez, N. B; Avcı, N.; Aslan, N. (1997) ; Entegrasyona Katılan Bireylerin Entegrasyona İlişkin Görüşlerinin İncelenmesi. p. 23-31. 7. Özel Eğitim Günleri Bildirileri serbest bildiri. Karatepe Yayınları, Eskişehir.
  • Eliason, S. L. (1998) Social Integration an Satisfaction Among Individuals With Developmental Disabilities: A Sociological Perspective. Education Training in Mental Retardation and Developmental Disabilities v33 no2 pp162-167
  • Evans, R. (1989) ; Special Educational Needs: Policy and Practise. p. 116-125. Blackwell Ltd. England.
  • Gallagher ve ark. (2000) ınclusion of Students With Moderate or Severe Disabilities in Educational and Community Settings: Perspectives From Parents and Siblings. Education Training in Mental Retardation and Developmental Disabilities v35 no2 pp135-47.
  • Güzel-Özmen, R. (2003) Özel Gereksinimli Çocuklar ve Özel Eğitime Giriş. p. 51-83. Ataman, A. ed. Gündüz Eğitim ve Yayıncılık, Ankara
  • Hamston j., Murdock K. (1996) Integrating Socially. p. 1-11. Heinemann Pub, UK.
  • Heward, W. L. (1996) Exceptional Children. An Instruction to Special Education (5th ed.) , p. 20-41. Merril Publishing Company, USA.
  • Kraemer B. R. ve ark. (1997) Adolescents With Severe Disabilities: Family, School and Community Integration. The journal of Association for Persons With Severe Disabilities. V22 no4 pp 224-234.
  • Kuz, T. (2001) ; Kaynaştırma Eğitimine Yönelik Tutumların İncelenmesi, p. 33-44. T. C. Başbakanlık Özürlüler İdaresi Başkanlığı Yayınları, Ankara.
  • Snell, M. E., Jonrey, R. (2001) Social Relationships and Social Support. p. 21-33. Paul Brooks Pub. London.
  • Schaffner, C. B., Buswell, E. B. (1996) Inclusion. A Guide for Educators. p. 49-67. Ed.: Stainback & Stainback. Paul Brooks Pub. USA.
  • Brown, R., Hibbard, M., Waters, B. (1986) The Transition of the Mentally Retarded from School to Work. Children and Youth Services Review, vol. 8 pp: 227-241
  • Brown, R. I. (1997) Quality Of Life for People With Disabilities 2nd ed. Stanley Thornes Ltd. UK.
  • Bullock, L. M. (1992) Exceptionalities in Children and Youth. Allyn and Bacon Press, USA.
  • Culatta, R. A.; Tompkins, J. R. (1999) ; Fundamentals of Special Education. What Every Teacher Needs to Know. Prentice Hall Inc. New Jersey.
  • Davies, S. P. (1994) The Mentally Retarded in Society. Columbia University Press, NY.
  • Drew, L. J., Hardman, M. L. (2000) Mental Retardation, a Life Cycle Approach 7th ed. Prentice Hall Inc. New Jersey.
  • Doré, R. Ve ark. (2002) High School Inclusion of Adolescents with Mental Retardation: A Multiple Case Study. Education Training in Mental Retardation and Developmental Disabilities 37 (3) , 253-261
  • Eliason, S. L. (1998) Social Integration and Satisfaction among Individuals with Developmental Disabilities: A Sociological Perspective. Education Training in Mental Retardation and Developmental Disabilities v33 no2 pp162-167
  • Evans, R. (1989) ; Special Educational Needs: Policy and Practise. Blackwell Ltd. England.
  • Ferguson, P. M., Ferguson, D. L., Taylor, S. J. (1992) Interpreting Disability. Teachers College Press, NY.
  • Gable, R. A., Warren, S. F. ed. (1993) Advances in Mental Retardation and Developmental Disabilities. Jesica Kingsley Pub. London.
  • Gallagher ve ark. (2000) ınclusion of Students With Moderate or Severe Disabilities in Educational and Community Settings: Perspectives From Parents and Siblings. Education Training in Mental Retardation and Developmental Disabilities v35 no2 pp135-47.
  • Gür, A. (2001) Özürlülerin Sosyal Yaşama Uyum Süreçlerinde Sportif Etkinliklerin Rolü. Başbakanlık Özürlüler İdaresi Başkanlığı Yayınları, Ankara.
  • Hamston j., Murdock K. (1996) Integrating Socially. Heinemann Pub, UK.
  • Heward, W. L. (1996) Exceptional Children. An Instruction to Special Education (5th ed.) , Merril Publishing Company, USA.
  • Kraemer B. R. ve ark. (1997) Adolescents with Severe Disabilities: Family, School and Community Integration. The journal of Association for Persons With Severe Disabilities. V. 22 no: 4 pp. 224-234.
  • Leffert, J. S., Siperstein, G. N., Mıllıkan, E. (2000) Understanding social adaptation in children with mental retardation: A social-cognitive perspective. Exceptional Children, V. 66, i4, p. 530.
  • Lewis, V. (1987) Development And Handicap. Blackwell Pub. UK.
  • Modell, S. J., Valdez, L. A. (2002) Beyond bowling transition planning for students with disabilities. Teaching Exceptional Children, vol34, n6 pp: 46-52.
  • Neubert, D. A.; Moon, M. S. (2000) How a transition profile helps students prepare for life in the community. Teaching Exceptional Children v. 33 no2 (Nov/Dec 2000) pp: 20-5.
  • OECD (2003) Transforming Disability into Ability. OECD Press, Paris.
  • OECD (1991) Disabled Youth: From School To Work. OECD Press, Paris.
  • Sartawi, A. A. M., Abu-Hilal, M. M, Qaryouti, İ. (1999) The causal relationship between the efficacy of training programs and the work environment for workers of disabilities. International Journal of Disability, Development and Education, v46, n1, p109-124.
  • Sitlington, P. (1996) Transition to living: The neglected component of transition programming for individuls with learning disabilities. Journal of Learning Disabilities, V. 29, p. 31-40.
  • Snell, M. E., Jonrey, R. (2001) Social Relationships and Social Support. Paul Brooks Pub. London.
  • Stainback, S., Stainback, W. (1996) Inclusion. A Guide For Educators. Paul Brooks Pub. USA.
  • Thompson, S. J.; Quenemoen, R. F.; Thurlow, M. L.; Ysseldyke, J. E. (2001) Alternate Assessments for Students with Disabilities. Corwin Press Inc, USA.
  • Williams., Shoultz, B. We Can Speak For Ourselves. Souvenir Press Ltd, London, 1982.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Pınar San Bayhan Bu kişi benim

Yayımlanma Tarihi 1 Mayıs 2003
Yayımlandığı Sayı Yıl 2003 Sayı: 1

Kaynak Göster

APA Bayhan, P. S. (2003). ENGELLİ ERGENLERİN SOSYAL İLİŞKİLERİNİ OLUŞTURMA SÜRECİNDE EĞİTSEL ORTAMLARIN DÜZENLENMESİ. Ufkun Ötesi Bilim Dergisi(1), 21-29.

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Bu eser Creative Commons Atıf 4.0 Uluslararası Lisansı ile lisanslanmıştır.