Publication: 8-12 Yaş eğitilebilir zihinsel engelli çocukların resim-iş eğitimi
Abstract
Eğitim ve öğretimde; görsel eğitim, yaparak ve yaşayarak öğrenme, çocukların zihinsel, bedensel ve duygusal gelişimleri için en iyi yöntemlerdendir. Resim-iş eğitimi de büyük ölçüde görsel algı eğitimine, yaparak ve yaşayarak öğrenmeye dayalıdır. Bundan yola çıkarak, 8-12 yaş eğitilebilir zihinsel engelli çocukların beden, zihin ve duygusal gelişimlerinde resim-iş derslerinin ve uygulamalarının aynı ölçüde ve hatta daha fazla yararlı olduğunu göstermek amacıyla bu çalışma gerçekleştirilmiştir. Araştırmada; bu çocukların zihinsel durumlarından kaynaklanan özelliklerini ve eğitimlerini incelemek için, çoğunlukla zihinsel engelli çocuklara ve özel eğitime yönelik kaynaklar araştırılarak, tarama modeli kullanılmıştır. 8-12 yaş eğitilebilir zihinsel engelli çocukların, resim-iş eğitiminde aynı yaştaki normal zekalı çocuklara göre ne kadar faydalandıklarını, çocuk resminin gelişim aşamasında hangi seviyede olduklarını, resim-iş uygulamalarına karşı gösterdikleri ilgi ve yeteneklerini gözlemlemek için aynı yaşlarda eğitilebilir zihinsel engelli sekiz çocuk ve normal zekalı on çocuk ile uygulamalar yapılmıştır. Uygulamalar iki ve üç boyutlu resim çalışmalarından meydana gelmektedir. Çalışmalarda; pastel, kuru boya, suluboya, fırçalar, renkli elişi kağıtları, kumaş parçaları ve oyun hamurları gibi teknik ve malzemeler kullanılmıştır. Uygulamalar sonucunda, ilgi ve algıları dağınık olan 8-12 yaş eğitilebilir zihinsel engelli çocukların resim-iş çalışmalarına ilgi gösterdikleri, diğer derslere göre resim-iş derslerine daha fazla katıldıkları, duygu ve düşüncelerini resim-iş çalışmaları sayesinde kolayca dışa vurdukları, yaptıkları çalışmalardan gurur duyup mutlu oldukları gözlenmiştir. Bu çocukların, aynı yaştaki normal zekalı çocuklara göre gelişme hızları yavaş olsa da el-göz koordinasyonunda, görsel algı ve kavram eğitiminde, kişilik kazanmasında, resim-iş derslerinin önem taşıdığı, araştırmalar ve uygulamalar sonucunda belirlenmiştir.
The best methods for mental, physical and sensual development of children are learning through visual education, practicing and experiencing. Drawing-handiwork training is also depended on visual sensing education, and educating through practice and experience on a large scale. Taking this point under consideration, this study has been turned out in order to demonstrate that drawing courses and their practice are equally beneficial even more for mental, physical and sensual development of educable children at 8-12 ages suffering mental disability. In this research, in order to look over specialties and trends of these children arising from their mental conditions, sources with regard to mentally disabled children and special education were studied, scanning model was used. During the researches practices were conducted with eight mentally disabled and normal children at the same ages to demonstrate how much educable children at 8-12 ages suffering mental disability benefited from drawing-handiwork lessons compared to children with normal intelligence at the same age, at which level they are for development of children's drawing, and to observe their interest and skill to the applications of drawing-handiwork. Practices composed of two and three dimensioned drawing studies and techniques and materials such as pastel colors, crayons, watercolors, brushes, color handwork papers and play clays are used during practices. Following the practices, it has been observed that mentally disabled educable children at 8-12 age with dispersed interests and sensing showed interest to drawing-handiwork studies, they participated more to drawing-handiwork lessons compared to other lessons, they expressed their senses and ideas easily by means of drawing-handiwork practices, and they became proud and happy with their works. Although development speeds of these children are slower than children with normal mental intellectuality, it has been determined, after applications, that drawing-handiwork lessons carry weights for eye-hand coordination, visual sensing and comprehension training, developing personality.
The best methods for mental, physical and sensual development of children are learning through visual education, practicing and experiencing. Drawing-handiwork training is also depended on visual sensing education, and educating through practice and experience on a large scale. Taking this point under consideration, this study has been turned out in order to demonstrate that drawing courses and their practice are equally beneficial even more for mental, physical and sensual development of educable children at 8-12 ages suffering mental disability. In this research, in order to look over specialties and trends of these children arising from their mental conditions, sources with regard to mentally disabled children and special education were studied, scanning model was used. During the researches practices were conducted with eight mentally disabled and normal children at the same ages to demonstrate how much educable children at 8-12 ages suffering mental disability benefited from drawing-handiwork lessons compared to children with normal intelligence at the same age, at which level they are for development of children's drawing, and to observe their interest and skill to the applications of drawing-handiwork. Practices composed of two and three dimensioned drawing studies and techniques and materials such as pastel colors, crayons, watercolors, brushes, color handwork papers and play clays are used during practices. Following the practices, it has been observed that mentally disabled educable children at 8-12 age with dispersed interests and sensing showed interest to drawing-handiwork studies, they participated more to drawing-handiwork lessons compared to other lessons, they expressed their senses and ideas easily by means of drawing-handiwork practices, and they became proud and happy with their works. Although development speeds of these children are slower than children with normal mental intellectuality, it has been determined, after applications, that drawing-handiwork lessons carry weights for eye-hand coordination, visual sensing and comprehension training, developing personality.