COVID-19 Salgınında Türkiye’deki Özel Gereksinimi Olan Öğrenciler ve Ailelerine Yönelik Uzaktan Özel Eğitim Uygulamalarına İlişkin Uzman Bakış Açısı

Giriş: COVID-19 sırasında okullar kapatıldığında değişen yaşantılar yalnızca özel gereksinimi olan öğrencileri değil beraberinde ailelerini de olumsuz yönde etkilemiştir. Araştırmada COVID-19 salgını kısıtlama sürecinde Türkiye’de farklı özel gereksinimi olan öğrenciler ve ailelerine yönelik gerçekleştirilen uzaktan özel eğitim uygulamalarının uzman bakış açısı ile ortaya konması amaçlanmıştır.Yöntem: Kolektif durum çalışması olarak planlanan bu araştırmada kendi deneyimlerini ve gözlemlerini bildirmek üzere toplam 15 akademisyen araştırmanın doğrudan katılımcısı olmuştur. Araştırma bağlamında akademisyenler tarafından elde edilen bilgiler süzgeçten geçirilerek, farklılıklar ve örüntüler aranmış, gözlemler ve deneyimler heuristic (öz deneyimsel) bakış açısı ile yansıtılarak kaleme alınmıştır.Bulgular: Araştırmanın sonuçlarına göre; Türkiye’de uzaktan eğitime geçişin hızlı bir şekilde devreye girmesiyle beraber özel gereksinimi olan öğrenciler ve ailelerine yönelik uzaktan eğitime dayalı uygulamaların resmi, özel kurum ve şahıslar tarafından sunulduğu görülmüştür. Ancak uygulamalar ülke geneline yaygınlaştırılabilecek biçimde sistemli olmamakla birlikte her bir yetersizlik grubu için mobil uygulamaların zenginleştirilmesi, kurumsal platformda aile odaklı destek mekanizmalarının oluşturulması gibi bu süreçten çıkarılması gereken dersler olduğu da açıkça ortaya konmuştur. Ayrıca özellikle resmi kurumlar tarafından sunulan iyi uygulama örneklerinin salgın sonrasında devam etmesi gerektiği sonucuna ulaşılmıştır.Tartışma: Araştırma sonuçlarının başta Türkiye olmak üzere farklı ülkelerde özel eğitim uygulamalarının planlanmasında ileriye dönük bir yol haritası çizilmesine yardımcı olabileceği öngörülmektedir. Türkiye’de kısıtlama sürecinde uzaktan eğitime geçişe hızlı bir tepkiyle yanıt verildiği ve bu süreçte iyi uygulama örneklerinin olduğu söylenebilmektedir. Çalışmada karar vericilere, okul, kurum ve uzmanlara, ailelere ve yeni normale yönelik öneriler sunulmuştur.

Anahtar Kelimeler:

Koronavirüs, COVID-19, uzaktan eğitim, acil uzaktan öğretim, özel gereksinimi olan öğrenciler, psiko-sosyal destek, özel eğitim

Expert Perspectives on Distance Special Education Interventions for Students with Special Needs and Their Families in Turkey During the COVID-19 Pandemic

Introduction: In this study, it was aimed to reveal the distance special education interventions carried out for students with different special needs and their families in Turkey during the restriction period due to the COVID-19 pandemic through expert perspectives. When schools were closed during COVID-19, the changing lives negatively affected not only students with special needs but also their families.Method: In this study which was designed as a collective case study, a total of 15 academics constituted the direct participants of the study to report their own experiences and observations. Findings: According to the results of the study, it was observed that distance education-based interventions for students with special needs and their families were provided by official, private institutions and individuals along with the rapid transition to distance education in Turkey. The interventions were not systematic in that they could not be spread across the country. This clearly demonstrated that there were lessons to be learned from this process, such as enriching mobile applications for each disability group, and establishing family-oriented support mechanisms. Discussion: It is predicted that the results of the study may help to draw a forward-looking road map in planning special education interventions in different countries, especially in Turkey. In response to the lockdown conditions, the special education practice in Turkey has become one of the good examples in the process of transition. In the study, suggestions were presented to decision makers, schools, institutions, experts, and families.

Keywords:

Coronavirus, COVID-19, distance education, emergency remote teaching, students with special needs, psycho-social support, special education,

PDF

___

Ackah-Jnr, F. R. (2020). Inclusive education, a best practice, policy and provision in education systems and schools: The rationale and critique. European Journal of Education Studies, 6(10), 171-183. https://doi.org/10.5281/zenodo.3605128
Ajans Press. (26 Haziran 2020). Medya takibi. http://ajanspress.com.tr/
Alexander, R., Ravi, A., Barclay, H., Sawhney, I., Chester, V., Malcolm, V., Brolly, K., Mukherji, K., Zia, A., Tharian, R., Howell, A., Lane, T., Cooper, V., & Langdon, P. E. (2020). Guidance for the treatment and management of Covid-19 among people with intellectual disabilities. Journal of Policy and Practice in Intellectual Disabilities. Online First. https://doi.org/10.1111/jppi.12352
Armitage, R., & Nellums, L. B. (2020). The COVID-19 response must be disability inclusive. The Lancet Public Health, 5(5), e257. https://doi.org/10.1016/S2468-2667(20)30076-1
Asbury, K., Fox, L., Deniz, E., Code, A., & Toseeb, U. (2020). How is COVID-19 affecting the mental health of children with special educational needs and disabilities and their families? Journal of Autism and Developmental Disorders, 1-9. https://doi.org/10.1007/s10803-020-04577-2
Baker, S. R., Farrokhnia, R. A., Meyer, S., Pagel, M., & Yannelis, C. (2020). How does household spending respond to an epidemic? Consumption during the 2020 Covid-19 pandemic https://www.nber.org/papers/w26949
Bartlett, L., & Vavrus, F. (2016). Rethinking case study research: A comparative approach. Taylor ve Francis.
Berger, Z. D., Evans, N., G., Phelan, A., & Silverman, R. D. (2020). Covid-19: Control measures must be equitable and inclusive. The BMJ: Leading General Medical Journal, 368(1141), 1-2. https://doi.org/10.1136/bmj.m1141
Bilim Kurulu [Science committee] (2020). Halk Sağlığı Genel Müdürlüğü 2019-nCoV sağlık çalışanları rehberi. [General Directorate of Public Health 2019-nCoV health workers directory]. https://hsgm.saglik.gov.tr/depo/haberler/ncov/2019-nCov_Hastal_Salk_ alanlar_Rehberi.pdf
Bishop-Fitzpatrick, L., Minshew, N. J., Mazefsky, C. A., & Eack, S. M. (2017). Perception of life as stressful, not biological response to stress, is associated with greater social disability in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(1), 1-16. https://doi.org/10.1007/s10803-016-2910-6
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott, Jr., D. Rodes, V., Aranciaga, I., Bali, M., Alvarez, Jr., A. V., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., de Coëtlogon, P., … Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126. https://doi.org/10.5281/zenodo.3878572
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. https://doi.org/10.5281/zenodo.3778083
Burke, J., & Dempsey, M. (2020). Covid-19 practice in primary schools in Ireland report. https://www.maynoothuniversity.ie/education/news/covid-19-practice-primary-schools-report
Callaway, B., & Li, T. (2020). Understanding the effects of tennessee's open covid-19 testing policy: Bounding policy effects with nonrandomly missing data. https://arxiv.org/abs/2005.09605
Cascella, M., Rajnik, M., Cuomo, A., Dulebohn, S. C., & Di Napoli, R. (2020). Features, evaluation and treatment coronavirus (COVID-19). https://pubmed.ncbi.nlm.nih.gov/32150360/
Cluver, L., Lachman, J. M., Sherr, L., Wessels, I., Krug, E., Rakotomalala, S., Blight, S., Hillis, S., Bachman, G., Green, G., Butchart, A., Tomlinson, M., Ward, C. L., Doubt, J., & McDonald, K. (2020). Parenting in a time of COVID-19. Lancet, 395(e64). https://doi.org/10.1016/S0140-6736(20)30736-4
Colizzi, M., Bortoletto, R., Silvestri, M., Mondini, F., Puttini, E., Cainelli, C., Gaudino, R., Ruggeri, M., & Zoccante, L. (2020). Medically unexplained symptoms in the times of Covid-19 pandemic: A case-report. Brain, Behavior, and Immunity-Health, 100073. https://doi.org/10.1016/j.bbih.2020.100073
Cooper, K., Smith, L. G. E., & Russell, A. (2017). Social identity, self-esteem, and mental health in autism. European Journal of Social Psychology, 47(7), 844-854. https://doi.org/10.1002/ejsp.2297
Courtenay, K. (2020). Covid-19: Challenges for people with intellectual disability. https://doi.org/10.1136/bmj.m1609
Courtenay, K., & Perera, B. (2020). COVID-19 and people with intellectual disability: Impacts of a pandemic. Irish Journal of Psychological Medicine, 1-6. https://doi.org/10.1017/ipm.2020.45
Çetinkaya-Aydın, G. (2020). Covid-19 salgını sürecinde öğretmenler [Teachers during the Covid-19 outbreak]. https://tedmem.org/covid-19/covid-19-salgini-surecinde-ogretmenler
Djuraskovic, I., & Arthur, N. (2011). Heuristic inquiry: A personal journey of acculturation and identity reconstruction. The Qualitative Report, 15(6), 1569-1593
d’Orville, H. (2020). COVID-19 causes unprecedented educational disruption: Is there a road towards a new normal?. Prospects, 1-5. https://doi.org/10.1007/s11125-020-09475-0
Douglas M., Katikireddi S. V, Taulbut, M., & Mckee, M. (2020). Mitigating the wider health effects of covid-19 pandemic response. The BMJ: Leading General Medical Journal, 369, 1-6. https://doi.org/10.1136/bmj.m1557
Douglass, B. G., & Moustakas, C. E. (1985). Heuristic inquiry: The internal search to know. Journal of Humanistic Psychology, 25(3), 39-55. https://doi.org/10.1177/0022167885253004
Erken Çocukluk Döneminde Gelişimsel Gerilik/Yetersizlik Tanılı Çocukların Ebeveynlerine Yönelik Çevrim içi Evde Destek Dijital Platformu. (04 Temmuz 2020). Proje EV-DES. https://www.evdedestekprojesi.com/
Fiorillo, A., & Gorwood, P. (2020). The consequences of the COVID-19 pandemic on mental health and implications for clinical practice. European Psychiatry, 63(1), 1-2. https://doi.org/10.1192/j.eurpsy.2020.35
Goldschmidt, K. (2020). The COVID-19 pandemic: Technology use to support the wellbeing of children. Journal of Pediatric Nursing, 53, 88-90. https://doi.org/ 10.1016/j.pedn.2020.04.013
Gulati, G., Fistein, E., Dunne, C. P., Kelly, B. D., & Murphy, V. E. (2020). People with intellectual disabilities and the COVID-19 pandemic. Irish Journal of Psychological Medicine, 1-5. https://doi.org/10.1017/ipm.2020.66
Hassiotis, A., Ali, A., Courtemanche, A., Lunsky, Y., McIntyre, L. L., Napolitamo, D., van der Nagel, J., & Werner, S. (2020). In the time of the pandemic: Safeguarding people with developmental disabilities against the impact of coronavirus. Journal of Mental Health Research in Intellectual Disabilities, 13(2), 63-65. https://doi.org/10.1080/19315864.2020.1756080
Işık, A., & Akbaş, E. (2019). Özel gereksinimli çocuklara sahip olan ailelerin evlilik yaşamına toplumsal cinsiyet odaklı yaklaşım [Gender based approach to the marital life of the families having children with special needs]. Social Sciences Research Journal, 8(2), 93-110.
İçişleri Bakanlığı [Ministry of Interior]. (2020). 09.04.2020 tarihli Özel gereksinimi olan çocuklar ve gençler genelgesi. [Children and youth with special needs circular dated 09.04.2020]. https://www.icisleri.gov.tr/81-il-valiligine-ozel-gereksinimi-olan-cocuk-ve-gencler-genelgesi
Jalali, M., Shahabi, S., Bagheri Lankarani, K., Kamali, M., & Mojgani, P. (2020). COVID-19 and disabled people: Perspectives from Iran. Disability & Society, 35(5), 844-847. https://doi.org/10.1080/09687599.2020.1754165
Joyce, H. D., & Early, T. J. (2014). The impact of school connectedness and teacher support on depressive symptoms in adolescents: A multilevel analysis. Children and Youth Services Review, 39, 101-107. https://doi.org/10.1016/j.childyouth.2014.02.005
Kavak, İ. (2020). Pandemi sürecinde özel eğitim [Special education during the pandemic]. https://insamer.com/rsm/icerik/dosya/dosya_2915.pdf
Koca, F. (2020). Turkey remains firm, calm as first coronavirus case confirmed. Daily Sabah. https://www.dailysabah.com/turkey/turkey-remains-firm-calm-as-first-coronavirus-case-confirmed/news
Kuper, H., Banks, L. M., Bright, T., Davey, C., & Shakespeare, T. (2020). Disability-inclusive COVID-19 response: What it is, why it is important and what we can learn from the United Kingdom’s response. Wellcome Open Research, 5(79), 1-8. https://doi.org/10.12688%2Fwellcomeopenres.15833.1
Landes, S. D., Stevens, D., & Turk, M. A. (2020). COVID-19 and pneumonia: Increased risk for individuals with intellectual and developmental disabilities during the pandemic. https://lernercenter.syr.edu/wp-content/uploads/2020/04/Landes.Stevens.Turk_..pdf
McCallion, P. (2020). Social work response needed to the challenge of COVID-19 for aging people with intellectual and developmental disabilities. Journal of Gerontological Social Work, 1-3. https://doi.org/10.1080/01634372.2020.1769791
McConnell, D., & Savage, A. (2015). Stress and resilience among families caring for children with intellectual disability: Expanding the research agenda. Current Developmental Disorders Reports, 2(2), 100-109.
McStay, R. L., Trembath, D., & Dissanayake, C. (2014). Stress and family quality of life in parents of children with autism spectrum disorder: Parent gender and the double ABCX model. Journal of Autism and Developmental Disorders, 44(12), 3101-3118.
Mentally Handicapped Organization (MENCAP). (2020). Information and advice about changes to the care act during coronavirus pandemic. https://www.mencap.org.uk/sites/default/files/2020-04/Information%20and%20advice%20about%20Care%20Act%20easements%20final.pdf
Moustakas, C. E. (1990). Heuristic research: Design, methodology, and applications. Sage.
Nicola, M., Alsafi, Z., Sohrabi, C., Kerwan, A., Al-Jabir, A., Iosifidis, C., Agha, M., & Agha, R. (2020). The socio-economic implications of the coronavirus pandemic (COVID-19): A review. International journal of Surgery, 78, 185-193. https://doi.org/10.1016%2Fj.ijsu.2020.04.018
Noddings, N. (2012). The caring relation in teaching. Oxford Review of Education, 38(6), 771-781. https://doi.org/ 10.1080/03054985.2012.745047
Organisation for Economic Cooperation and Development [OECD]. (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. OECD Publishing.
Özer, M. (2020). Türkiye’de COVID-19 salgını sürecinde Milli Eğitim Bakanlığı tarafından atılan politika adımları [Educational policy actions by the Ministry of National Education in the times of covid-19]. Kastamonu Education Journal, 28(3), 1124-1129. https://doi.org/10.24106/kefdergi.722280
Pelton, M. K., Crawford, H., Robertson, A. E., Rodgers, J., Baron-Cohen, S., & Cassidy, S. (2020). Understanding suicide risk in autistic adults: Comparing the interpersonal theory of suicide in autistic and non-autistic samples. Journal of Autism and Developmental Disorders, 50(10), 3620-3637. https://doi.org/10.1007/s10803-020-04393-8
Pikulski, P. J., Pella, J. E., Casline, E. P., Hale, A. E., Drake, K., & Ginsburg, G. S. (2020). School connectedness and child anxiety. Journal of Psychologists and Counsellors in Schools, 30, 13-24. https://doi.org/10.1017/jgc.2020.3
Pineda, V. S., & Corburn, J. (2020). Disability, urban health equity, and the coronavirus pandemic: Promoting cities for all. Journal of Urban Health, 97, 336-341. https://doi.org/ 10.1007/s11524-020-00437-7
Qadir, J. (2020). The triple imperatives of online teaching: Equity, inclusion, and effectiveness. https://edarxiv.org/zjdc7/
Reich, J., Buttimer, C. J., Fang, A., Hillaire, G., Hirsch, K., Larke, L. R., Littenberg-Tobias, J., Moussapour, R., Napier, A., Thompson, M., & Slama, R. (2020). Remote learning guidance from state education agencies during the COVID-19 pandemic: A first look. https://edarxiv.org/437e2/
Robinson, H. A., Al-Freih, M., & Kilgore, W. (2020). Designing with care: Towards a care-centered model for online learning design. The International Journal of Information and Learning Technology. 37(3), 99-108. https://doi.org/10.1108/IJILT-10-2019-0098
Rose, J., Willner, P., Cooper, V., Longdon, P. E., Murphy, G., & Stenfert Kroese, B. (2020). The effect on and experience of families with a member who has intellectual and developmental disabilities of the COVID-19 pandemic in the UK: Developing an investigation. International Journal of Developmental Disabilities, 0(0), 1-3. https://doi.org/10.1080/20473869.2020.1764257
Sancak, M., & Çöl, M. (2020). Türkiye’de Covid 19 pandemisinin kronolojik olarak incelenmesi [Investigation of Covid 19 pandemic chronologically in Turkey]. O. Memikoğlu & V. Genç (Eds.), COVID-19 [COVID-19] içinde (ss.201-217). Ankara Üniversitesi Basımevi.
Seggie, F. N., Sart, G., & Akbulut-Yıldırmış, M. (2017). Nitel araştırmaların raporlaştırılması. F. N. Seggie & Y. Bayburt (Ed.), Nitel araştırma: Yöntem, teknik, analiz ve yaklaşımları [Qualitative research: Methods, techniques, analysis and approaches] içinde (ss. 371-384). Anı Yayıncılık.
Singh, S. (2020). Disability ethics in the coronavirus crisis. Journal of Family Medicine and Primary Care, 9, 2167-2171. https://doi.org/10.4103/jfmpc.jfmpc_588_20
Stake, R. E. (1995). The art of case study research. Sage.
Stankovic, M., Jelena, S., Stankovic, M., Shih, A., Stojanovic, A., & Stankovic, S. (2020). The Serbian experience of challenges of parenting children with autism spectrum disorders during the COVID-19 pandemic and the state of emergency with the police lockdown. https://doi.org/10.2139/ssrn.3582788
Tarbox, C., Silverman, E. A., Chastain, A. N., Little, A., Bermudez, T. L., & Tarbox, J. (2020). Taking action: 18 simple strategies for supporting children with autism during the COVID-19 pandemic. https://psyarxiv.com/96whj/
Thelwall, M. ve Levitt, J. M. (2020). Retweeting COVID-19 disability issues: Risks, support and outrage. El profesional de la información, 29(2), 1-6. https://doi.org/10.3145/epi.2020.mar.16
Ting, D. S. W., Carin, L., Dzau, V., & Wong, T. Y. (2020). Digital technology and COVID-19. Nature Medicine, 26(4), 459-461.
Toseeb, U., Asbury, K., Code, A., Fox, L., & Deniz, E. (2020). Supporting families with children with Special Educational Needs and Disabilities during COVID-19. Research Brief. https://psyarxiv.com/tm69k
United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2020a). COVID-19 education response. https://en.unesco.org/covid19/educationresponse/globalcoalition
United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2020b). COVID-19 Educational disruption and response. https://en.unesco.org/covid19/educationresponse
United Nations Children's Fund [UNICEF]. (2020). UNICEF and Microsoft launch global learning platform to help address COVID-19 education crisis. https://www.unicef.org/press-releases/unicef-and-microsoft-launch-global-learning-platform-help-address-covid-19-education
Vegas, E. (2020). School closures, government responses, and learning inequality around the world during COVID 19. https://www.brookings.edu/research/school-closures-government-responses-and-learning-inequality-around-the-world-during-covid-19/
World Health Organization [WHO]. (2020). Coronavirus disease (COVID-19) Pandemic. https://www.who.int/emergencies/diseases/novel-coronavirus-2019
Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. (10. baskı). Seçkin Yayıncılık.