Nikolaos Panopoulos, Maria Drossinou-Korea

Bronfenbrenner'ın teorisi ve öğretim müdahalesi: Zihinsel engelli öğrenci vakası

Bu çalışmanın amacı Bronfenbrener Ekosistem Teorisi'ne uygun olarak müdahalelerin öğretiminin önemini vurgulamaktır. Araştırma soruları, özel eğitim ihtiyaçları olan öğrenciler (TISIPfSEN) için Hedeflenen, Bireysel, Yapılandırılmış, Entegre Program aracılığıyla okulun mikrosisteminde okuma becerilerinin nasıl öğretildiğini ve ve mezo- ekzo-, makro- ve krono-sistemin okuma becerilerini geliştirmeye yönelik müdahalenin yapısını nasıl şekillendirdiği. ele almaktadır. Metodoloji, Yunanistan'da zihinsel engelli (ID) bir öğrencinin vaka çalışmasını ifade eder. Sonuçlar kimliği olan öğrencinin okuma becerisini geliştirdiğini göstermektedir. Sonuçlar, Bronfenbrener'in Ekosistem Teorisi'ne uygun olarak kimliği olan öğrencilerdeki okuma becerilerinin eğitsel müdahalesini etkileyen ve şekillendiren faktörleri vurgulamaktadır.

Bronfenbrenner's theory and teaching intervention: The case of student with intellectual disability

The aim of this study is to highlight the importance of teaching interventions in accordance with Bronfenbrener'sEcosystem Theory. The research questions address, how reading skills are taught in the microsystem of schoolthrough a Targeted, Individual, Structured, Integrated Program for Students with Special Educational Needs(TISIPfSENs) and how meso- exo-, macro- and chrono-system shape the structure of the intervention to enhancingreading skills. The methodology refers to a case study of a student with intellectual disability (ID) in Greece. Theresults indicate that the student with ID has enhanced his reading skills. The conclusions highlight the factors thatinfluence and shape the educational intervention of reading skills in students with ID in accordance withBronfenbrener's Ecosystem Theory.© 2020 JLLS and the Authors - Published by JLLS.

PDF

___

Afacan, K., Wilkerson, K., & Ruppar, A. (2018). Multicomponent reading interventions for students with intellectual disability. Remedial and Special Education, 39(4), 229-242.
Ainscow, M., Dyson, A., & Weiner, S. (2013). From Exclusion to Inclusion: Ways of Responding inSchools to Students with Special Educational Needs. England: CfBT Education Trust. 60 Queens Road, Reading, RG1 4BS.
Allor, J. H., Mathes, P., Roberts, J., Cheatham, J., & Champlin, T. (2010). Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study. Psychology in the Schools, 47(5), 445-466.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders fifth edition (DSM V). Washigton, DC, London, England: American Psychiatric Publishing.
Anderson, J., Boyle, C., & Deppeler, J. (2014). The ecology of inclusive education. Reconceptualising Bronfenbrenner. In H. Zhang, P. Wing Keung Chan, & C. Boyle (Eds.), Equality in Education: Fairness and Inclusion (pp. 23-34). Rotterdam: Sense Publishers.
Andrews, G. (2008). Checklists. In L. Given, The SAGE Encyclopedia of qualitative research methods (Vol. 1&2, pp. 78-79). California: SAGE Publications.
Avramidis, E., & Kalyva, E. (2006). Research Methods in Special Education. Athens: Papazisi.
Bouck, E. C., & Bone, E. (2018). Interventions for Students with Intellectual Disabilities. In In Viewpoints on Interventions for Learners with Disabilities (Vol. 33, pp. 55-73). United Kingdom: Emerald Publishing Limited.
Bronfenbrenner, U., & Morris, P. (2006). The Bioecological Model of Human Development. In R. Lerner (Ed.), Hanbook of chilf psychology. Theoretical Models of Human Development (6 ed., pp. 793-828). Canada: John Wiley & Sons, Inc.
Channell, M., Loveall, S., & Conners, F. (2013). Strengths and weaknesses in reading skills of youth with intellectual disabilities. Research in developmental disabilities, 34(2), 776-787.
Dessemontet, R., & de Chambrier, A. (2015). The role of phonological awareness and letter-sound knowledge in the reading development of children with intellectual disabilities. Research in developmental disabilities, 41-42, 1-12.
Drossinou - Korea, M., & Panopoulos, N. (2017). Improving reading difficulties in a student with mental retardation: A case study from the Peloponnese Region. Journal of Regional Sociol-Economic Issues, 7(1), 34-48.
Drossinou - Korea, M., Matousi, D., Panopoulos, N., & Paraskevopoulou, A. (2016). School inclusion programmes (SIPs). Journal of Research in Special Educational Needs, 16(1), 967-971.
Drossinou-Korea, M. (2017). Special education and training. The "through" special education proposal for children with special features. Patra: Opportuna.
Fajardo, I., Ávila, V., Ferrer, A., Tavares, G., Gómez, M., & Hernández, A. (2014). Easy‐to‐read texts for students with intellectual disability: linguistic factors affecting comprehension. Journal of Applied Research in Intellectual Disabilities, 27(3), 212-225.
Gajewski, A. (2017). Conceptualizing Professional Ethics in Inclusive Education. In Equity, and Inclusive Education (Vol. 9, pp. 1-21). United Kingdom: Emerald Publishing Limited.
Gargiulo, R., & Bouck, E. (2017). Instructional strategies for students with mild, moderate and severe intellectual disability. Los Angeles: Sage Publications, Inc.
Gog, M. (2015). Case study research. International Journal of Sales, Retailing & Marketing, 4, 33-41.
Hayes, N., O'Toole, L., & Halpenny, A. (2017). Introducing Bronfenbrenner: A guide for practitioners and students in early years education. New York: Routledge.
Law 3699. (2008). Special education and training for people with disabilities or special educational needs. Government Gazette of the Hellenic Republic No. Sheet 199(1), 3499-3522.
Lemons, C., Allor, J., Al Otaiba, S., & LeJeune, L. (2016). 0 Research-Based Tips for Enhancing Literacy Instruction for Students With Intellectual Disability. TEACHING Exceptional Children, 49(1), 18-30.
Molfenter, N., & Hanley-Maxwell, C. (2017). Ethics of inclusion for secondary students with intellectual and developmental disabilities in the United States. In Ethics, Equity, and Inclusive Education (Vol. 9, pp. 79-117). United Kingdom, USA: Emerald Publishing Limited.
Okyere, C., Aldersey, H., & Lysaght, R. (2019). The experiences of teachers of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana. Journal of Research in Special Educational Needs, 1-12.
Panopoulos, N., & Drossinou-Korea, M. (2019). The methodology of observation in a student with intellectual disability. In C. Tsichouridis (Ed.), 4th International Conference on the Promotion of Educational Innovation (pp. 812-821). Larissa: Scientific Association for the Promotion of Educational Innovation.
Petrogiannis, K. (2003). The study of human development-ecosystem approach. Presentation of Urie Bronfenbrenners' theory based on findings from international research. Athens: Kastaniotis.
Rosa, E., & Tudge, J. (2013). Urie Bronfenbrenner's theory of human development: Its evolution from ecology to bioecology. Journal of Family Theory & Review, 5(4), 243-258.
Ruppar, A. L., Allcock, H., & Gonsier-Gerdin, J. (2017). Ecological factors affecting access to general education content and contexts for students with significant disabilities. Remedial and Special Education, 38(1), 53-63.
Schwab, S., Gebhardt, M., Krammer, M., & Gasteiger-Klicpera, B. (2015). Linking self-rated social inclusion to social behaviour. An empirical study of students with and without special education needs in secondary schools. European Journal of Special Needs Education, 30(1), 1-14.
Strogilos, V., Tragoulia, E., & Kaila, M. (2015). Curriculum issues and benefits in supportive co-taught classes for students with intellectual disabilities. International Journal of Developmental Disabilities, 61(1), 32-40.
van Wingerden, E., Segers, E., van Balkom, H., & Verhoeven, L. (2017). Foundations of reading comprehension in children with intellectual disabilities. Research in developmental disabilities, 60, 211-222.