Kaynaştırma Programına Devam Eden Hafif Düzeyde Zihin Engelli Çocukların Sosyal Yeterlilikleri

Bu çalışma, kaynaştırma programlarına devam eden zihin engelli çocukların anne-baba ve öğretmen değerlendirmelerinden elde edilen sosyal davranış ölçümlerinin karşılaştırmalı olarak incelenmesi amacıyla yürütülmüştür. Ayrıca, sosyal davranışların yaşla ilişkisi, eğitim süresi ve alınan eğitim tipine göre farklılık gösterip göstermediği değerlendirilmiştir. Araştırmaya Ankara ili merkez ilçelerindeki okullara kaynaştırma programı kapsamında devam eden 4-18 yaş grubundaki toplam 106 çocuğun anne-baba ve öğretmenleri katılmıştır. Anne-baba ve öğretmen uyarlamaları arasındaki korelasyon katsayıları düşük ya da ılımlı düzeyde ilişkiye işaret etmiştir. Yaşla birlikte anne-baba ve öğretmen bildirimine göre olumlu sosyal davranışların arttığı ve problem davranışların bazı alt boyutlarının azaldığı belirlenmiştir. Bununla birlikte, sosyal davranışların yaşla ilişkisi anne-baba ve öğretmen bildirimleri arasında farklılık göstermiştir. Anne-baba uyarlamasında hiperaktif/aşırı duyarlı alt ölçekleri puanlarının eğitim süresi ve eğitim şekline göre; öğretmen uyarlamasında ise kendini izole etme/ritualistik ve güvensiz/ kaygılı alt ölçeklerinin eğitim süresine ve yalnızca kendini izole etme/ritualistik alt ölçeğinin eğitim şekline göre farklılaştığı belirlenmiştir.

Social Competence of Integrated Children With Mild Intellectual Disability

This study examines the social competence of integrated children with mild intellectual disability (ID) by comparing parents' and teachers' ratings. The relationships between social behaviors and age and whether these behaviors vary as a function of years of teaching experience and type of integration are also investigated. Data is obtained through self-report questionnaires completed by parents and teachers of 106 4-18 years aged integrated children with ID from Ankara, Turkey. Descriptive analysis results indicate that correlations between parents' and teachers' reports range from low to moderate. Prosocial behaviors increase along with age although the relationships vary with respect to parents' and teachers' ratings. Parents' reports of hyperactivity/overly sensitive scores differentiate according to years of teachingexperience and type of integration. Teachers' reports of selfisolated/ritualistic and insecure/anxious scores vary based on years of teachingexperience. Effect of type of integration on teachers' reports of self-isolated/ritualistic scores is found.

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