Görme Yetersizliğinden Etkilenmiş ve Gören Çocukların Sosyal Etkileşim Becerilerinin Karşılaştırılması

Bu araştırmanın amacı, görme yetersizliğinden etkilenmiş ve gören çocukların sergiledikleri sosyal etkileşim becerilerini karşılaştırarak incelemektir. Araştırma grubuna 60 ile 72 ay aralığında olan 20 ağır görme yetersizliğinden etkilenmiş (SS: 1.22), 20 az gören (SS: 1.32) ve 20 gören çocuk (SS: 1.19) olmak üzere toplam 60 çocuk katılmıştır. Araştırma grubunda yer alan çocuklar Ankara ilinde özel özel eğitim kurumları ve anaokullarına devam eden çocuklardır. Araştırmanın veri toplama sürecinde katılımcı çocuklarla birebir etkileşim aracılığıyla standart bir oyuncak seti ile doğal etkileşimde kalarak oyun oynanmıştır. Verilerin analizinde çocukların sosyal etkileşim becerileri Sosyal Etkileşimi Başlatma, Sosyal Etkileşimi Sürdürme, Destekli Etkileşim ve Etkileşimsizlik kategorilerinde incelenmiştir. Araştırma sonucunda görme yetersizliğinden etkilenmiş çocukların sosyal etkileşimi başlatma ve sürdürme becerilerinin gören akranlarından daha sınırlı düzeyde gerçekleştiği saptanmıştır. Araştırma sonuçları çocukların görme düzeylerinin sosyal etkileşim becerileri ile ilişkili olduğunu göstermiştir. Araştırmadan elde edilen sonuçlar tartışılarak ileri araştırmalara yönelik önerilere yer verilmiştir.

Anahtar Kelimeler:

az gören çocuklar, ağır görme yetersizliğinden etkilenmiş çocuklar, sosyal etkileşim becerileri, oyun

A Comparison of the Social Interaction Skills of Children with Visual Impairments and Sighted Children

The purpose of the study was to descriptively examine the social interaction skills of children with visual impairments and sighted children via direct observations in classroom settings. The study sample included a total of 60 children, 20 children with severe visual impairments (SD: 1.22), 20 children with low vision (SD: 1.32), and 20 sighted children (SD: 1.19) aged 60 to 72 months. All participating children attended kindergarten or private special education centers located in the capital city of Turkey, Ankara. Data collection was conducted during natural one-on-one play interactions with children. Study data were analyzed by coding children's social interaction skills using four code categories, Initiating Social Interaction, Maintaining Social Interaction, Supported Social Interaction, and Non-Interaction. Study results showed that children with visual impairments displayed lower levels of initiating and maintaining social interaction skills than their sighted peers. The findings of the study also indicated that children's vision levels were significantly correlated with their social interaction skills. Study results were discussed, and suggestions for future research were provided.

Keywords:

children with low vision children with severe visual impairments, social interaction, play, blind children.,

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