Gelişimsel Yetersizliği Olan Çocuklarla Rutin Temelli Öğretim Yaklaşımlarının Uygulandığı Çalışmaların İncelenmesi

Rutin temelli öğretim Bronfenbrenner’in geliştirdiği ekolojik kuram çerçevesinde şekillenen, çocuk-aile- öğretmen ve yakın çevre ilişkisinin kurulup işbirlikçi bir yaklaşımın benimsendiği, çocuğun öğrenme fırsatlarının en iyi şekilde değerlendirildiği, bütünleştirme felsefesinin temel alındığı bir yaklaşımdır. Bu araştırmada rutin temelli öğretim uygulamalarına yer veren çalışmalara bütüncül bakılması ve bu çalışmaların sistematik olarak incelenmesi amaçlanmıştır. Bir betimsel analiz çalışması olarak planlanan araştırmada elektronik ortamda çeşitli veri tabanları taranmış, ulaşılan çalışmaların kaynakçaları gözden geçirerek elle tarama yapılmıştır. Gerçekleştirilen alanyazın taramasında 39 çalışmaya ulaşılmış, dahil etme-hariç tutma ölçütlerine göre araştırmaya 19 çalışma dahil edilmiştir. Çalışmalar katılımcı özellikleri, bağımlı değişken, bağımsız değişken, yöntem, veri toplama araçları, genelleme ve kalıcılık başlıkları altında analiz edilmiştir. Analiz edilen veriler rutin temelli öğretim programlarının uygulandığı araştırmalar ve rutinlerin öğretim amaçlı kullanıldığı araştırmalar olmak üzere iki temel başlık altında yorumlanmıştır. Bulgular, rutin temelli öğretimin erken çocukluk dönemindeki gelişimsel yetersizliği olan çocuklara pek çok becerinin öğretiminde işlevsel olarak kullanılabileceğini göstermektedir.

Anahtar Kelimeler:

rutin temelli öğretim programları, rutinlerin öğretim amaçlı kullanımı, gelişimsel yetersizliği olan çocuklar, bilimsel dayanaklı uygulamalar, erken çocukluk dönemi

The Review of Studies on Routine-Based Teaching Practices Carried Out with Children with Developmental Disabilities

This research aimed to holistically and systematically examine studies on routine-based teaching practices. In this descriptive study, various electronic databases were scanned. 39 studies were reached in the literature review, and according to the inclusion-exclusion criteria, 19 studies were included in the analysis. The studies were analyzed under the headings of participant characteristics, dependent variable, independent variable, method, data collection tools, generalization, and maintenance. The analyzed data were interpreted under two main headings, as studies in which routine-based teaching practices were applied, and as studies in which routines were used for teaching purposes. The results show that routine-based teaching practices can be used functionally in teaching many skills to young children with developmental disabilities.

Keywords:

Routine-based teaching practices, use of routines for teaching purposes, children with developmental disabilities, evidence-based practices, early childhood,

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