The purpose of this study is to describe the strategies used by a mother with a child with autism during games activities with peers to provide the child with social skills. The research method of this study is ‘a qualitative single‐subject case study’. The participants in this research are a mother and her 9‐year‐old child with autism, one brother and three typically developing peers. The research data were collected through field notes, interviews, audio and videotape recordings during natural interactions between the mother and her child. The strategies the mother used were analysed using video records during games activities in a natural park. The interactions of the mother with her child were examined in the context of a hide‐and‐seek game. Micro‐ethnographic‐analysis techniques were used in the analysis of the video records. According to the research data, it was found that the mother with a child with autism made extensive use of 13 different verbal strategies and seven different non‐verbal strategies. It was observed that the mother guided her child and the group during the hide‐and‐seek game, arranged the environment of the games, carried out routine activities both at the beginning and at the end of the games and arranged the games in accordance with the abilities and preferences of the child. These applications bear a resemblance to the model of integrated game groups. As a result, the data from the present research reveal that a mother having a child with autism acts as a guide during the games and uses verbal and non‐verbal interaction strategies in this guidance process and by doing so contributes to the process of participation in the games by the child with autism and in the child's social interaction with his peers.
ABSTRACT. The main purpose of this research is to state the opinions of special education teachers about teaching reading and writing to mentally retarded students. This research is designed descriptively. The participants of the research are 100 special education teachers. The data is received by a questionnaire prepared by the researcher. According to the findings, it is seemed that special education teachers don't depend on only one method while teaching reading and writing but they especially use sound and sentence analysis methods. These methods are used for normally developed children. There is no method that is developed for mentally retarded children in Turkey. New methods that consider cognitive and learning features of mentally retarded children are needed. Keywords:Mentally retarded children, special education teacher, methods of teaching reading and writing SUMMARY Purpose and Significance:The main purpose of this research is to state the opinions of special education teachers about teaching reading and writing to mentally retarded students. This research is important to evaluate applications made in our country in the light of methods and applications in foreign countries.
The need for special education is gaining importance each passing day with increasing the number of children in need of special education. Since self-efficacy perceptions of teachers of children in need of special education which is related their field will shape the education given, the identifying current situation is seen important for resolving deficienciens. Therefore, the purpose of the study is to develop "The Special Education Teachers' Sense of Professional Self-Efficacy Scale (SET-SPSES)" (Study I) and reveal whether the level of professional self-efficacy perceptions of the special education teachers show differences depending on a variety of variables (gender, age, educational background, professional experience, and special needs of students) (Study II). SET-SPSES was found to be a suitable instrument in accordance with Study II that was made the validity and the reliability. The research was carried out with 464 teachers graduating from a special education program and working in the academic year of 2013-2014 in Istanbul. According to the research findings; it was determined that the special education
Communication is crucial for any human being and the children with disabilities are no exception. Due to the number and combination of their disabilities and/or conditions, children with multiple disabilities and visual impairment (MDVI) have especially limitations of the ability to communicate the meaningful and functional way with their environment. In order to improve the communication skills of children with MDVI, it is very important to identify unique, individual communication behaviors of these children. Thus, the aim of this study was to develop a valid and reliable developmental assessment tool to evaluate preverbal communication skills of Turkish children with MDVI.Sequential explanatory mixed methods were used in the study. In the qualitative phase, semi-structured interviews were conducted with the mothers of 34 children suffering from MDVI to explore the preverbal communication behaviors of the children based on the daily observances of their mothers’ with a descriptive analysis being performed on the data. From the findings of the interviews and the literature review, Preverbal Communication Skills Scale for Children with Multiple Disabilities and Visual Impairment (PCSS-MDVI) and the scoring guide were developed. During the quantitative phase, 65 mothers of children with MDVI were given this scale in order to determine the validity and reliability of the scale. For the reliability analysis, 34 mothers of typically developing (TD) children age between 1 to 24 months old also were given the scale.The findings of the qualitative phase indicated that children with MDVI were communicating mostly with preverbal behaviors and the analysis on data from the quantitative phase with respect to item analysis, reliability and validity revealed that the scale is valid and reliable. The scale has 17 items and three subscales, which are; regulating behaviors, social interaction and joint attention. The majority of children with MDVI cannot communicate verbally and there is lack of studies and assessment tools for the purpose of effectively evaluate these children’s preverbal communicative behaviors in our country. Based on the analysis, the PCSS-MDVI has been demonstrated good preliminary psychometric properties and it can be used as an instrument to evaluate preverbal communication behaviors of children with MDVI. It is the preliminary study of the development of the scale. Thus, validation of the scale should be repeated with more participants and the data of the video observations of preverbal communication behaviors of children with MDVI should be added to the analysis.
Çalışma ile özel eğitim öğretmenlerinin matematik öğretim özyeterlilik algılarına yönelik bir ölçme aracının geliştirilmesi amaçlanmıştır. Geliştirilen ölçek kullanılarak özel eğitim öğretmenlerinin bu alanda algılanan özyeterlilik algılarının düzeylerinin farklı çeşit değişkenler üzerindeki durumu araştırılmıştır. Çalışmada yapılan geçerlik ve güvenirlik çalışmaları doğrultusunda, veri toplama aracı olarak kullanılan "Özel Eğitim Öğretmenlerinin Matematik Öğretimlerine Yönelik Özyeterlilik Algısı Ölçeğinin (ÖEÖ-MÖYÖAÖ)" kullanılabilir özelliklere sahip olduğu bulunmuştur. Araştırma, İstanbul ilinde görev yapmakta olan toplam 464 özel eğitim alan mezunu öğretmen ile yapılmıştır. Araştırma sonuçlarına göre; öğretmenlerin matematik öğretimlerine yönelik özyeterlilik algılarının yeterli düzeyde olduğu ve incelenen algıların öğretmenlerin öğrenim durumu ile anlamlı bir farklılık gösterdiği bulunmuştur. Diğer taraftan öğretmenlerin matematik öğretim özyeterlilik algılarının cinsiyet, yaş, mesleki deneyim ve öğrencinin özel gereksinim durumu ile anlamlı bir farklılık göstermediği tespit edilmiştir. Buna göre, öğretmenlerin öğrenim durumları arttıkça özyeterlilik algılarının yükseldiği söylenebilir. Öğretmenlerin kendi öğretimlerine yönelik algıları, sunacakları öğretimi şekillendirebileceği için bu konu üzerinde uygulamalı ve kuramsal çalışmalar önerilebilir.
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