Identifying network structure, influencers and social mood in digital spheres: A sentiment and content analysis of down syndrome awareness

Sani-Bozkurt, Sunagül

doi:10.18844/wjet.v10i1.3326

Cited by 4 publications

(3 citation statements)

References 4 publications

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“…Children with DS were not included in public schools in the United States until the mid-1970s, when efforts were made to promote their integration into mainstream education (Grigal et al, 2018). Research on DS is of great importance to improve developmental and behavioral functioning and ensure the integration of individuals with DS into society (Sani-Bozkurt, S., 2018).…”

Section: Down Syndromementioning

confidence: 99%

Developing Independent Skills Using a Virtual Reality-Based Training Program for Children with Down Syndrome

Adel Gaber

2024

JESR

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Children with Down syndrome (DS) have difficulties developing independent skills (IS), which affects their ability to carry out daily tasks and social interaction. To develop these children’s skills and enhance their independence, this study aimed to develop the IS of children with moderate DS through a training program based on virtual reality (VR). The study sample consisted of 18 male students with DS at the “Obour Day Care” Center in Al-Ahsa, Kingdom of Saudi Arabia. Their ages ranged from 8–12 years (mean age = 9.45, standard deviation ± 1.47). The study took a quasi-experimental approach, and the research tools were the Independence Skills Scale (ISS) prepared by Badawi (2018) and a training program developed by the researcher. The results showed a statistically significant difference between the mean ranks of the first experimental group (to which the VR program was applied) on the ISS for the pre- and post-measurements in favor of the post-measurement (z = -2.207, p = 0.027). There was also a statistically significant difference between the mean ranks of the second experimental group (to which the regular program was applied) on the ISS in the pre- and post-measurements in favor of the post-measurement (z = -2.201, p = 0.028). There was no statistically significant difference between the mean ranks of the control group (which was not exposed to any intervention) on the ISS in the pre- and post-measurements (z = -0.647, p = 0.518). In addition, there were statistically significant differences between the mean ranks of the three groups on the ISS in the post-measurement (x2 = 15.284, p < 0.001) in favor of the first experimental group, followed by the second experimental group. Based on the results, it is recommended that a training program based on VR be integrated into various training and educational programs targeting children with moderate DS, in order to enhance their independence and develop their skills. Received: 2 January 2024 / Accepted: 27 February 2024 / Published: 5 March 2024

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Section: Down Syndromementioning

confidence: 99%

Developing Independent Skills Using a Virtual Reality-Based Training Program for Children with Down Syndrome

Adel Gaber

2024

JESR

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“…The interrogative mood, in turn, is either a polar or a Wh-question. Palmer (2001) points out that it is difficult to differentiate systems of mood and modality, as in some languages the general system of modality partakes some features of both. However, modality is a semantic domain, whereas mood, like other grammatical categories, can be a specific feature of a language or common features of languages (Bybee, Revers & William, 1994).…”

Section: Review Of the Literaturementioning

confidence: 99%

Untitled

2019

IJ-SS

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“…Rubinshtein (1979) mentioned about the possibility of using the full interpersonal communication to enhance the cognitive activity of pupils. Kasatkin (1997) and Korotayev (2003) developed a program for the correction of the communication of students with borderline neuro-psychiatric disorders (Schiff, 1961;Shevchenko & Dobriden;1998;El-Ouali & Mouhadjer, 2019;Sani Bozkurt, 2018).…”

Section: Introductionmentioning

confidence: 99%

Social Media communicative skills of younger students with intellectual disabilities in science education course

Amangeldinovna¹,

Кулмагамбетовна

Абуовна

et al. 2021

WJET

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Social and communication skills of individuals with intellectual disabilities are limited. It is important to support children who are affected from an early age by the insufficiency in terms of social cohesion and social skills. Social skills deficiencies lead to failure in academic skills and it is known that academic success and social skills are closely related. This study aims to examine the effectiveness of an intervention program on enhancing socio-communication skills of children with intellectual disability in science education course. Experimental research was carried out in the study in order to examine the effectiveness of an intervention program designed to promote social and communication skills of students with intellectual disability. A total number of 59 individuals with intellectual disability participated in the study. The level of development and features of development of social and communicative skills in this category are revealed. Results obtained from the study were discussed with relevant results from the literature and implications for further research and practices were provided. Keywords: children with intellectual disabilities, social and communication skills, intervention;

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Identifying network structure, influencers and social mood in digital spheres: A sentiment and content analysis of down syndrome awareness

Cited by 4 publications

References 4 publications

Developing Independent Skills Using a Virtual Reality-Based Training Program for Children with Down Syndrome

Developing Independent Skills Using a Virtual Reality-Based Training Program for Children with Down Syndrome

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Social Media communicative skills of younger students with intellectual disabilities in science education course

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