Publication: Özel Öğrenme güçlüğü riski taşıyan 5-6 yaş çocukları için uygulanan erken müdahale eğitim programının etkisinin incelenmesi
Abstract
Özel Öğrenme güçlüğü riski taşıyan 5-6 yaş çocuklarına erken müdahale eğitim programının etkinliğini incelemek amacıyla yapılan çalışmada Bostancı Atatürk İlköğretim Okulu anasınıfına devam eden ve özel öğrenme güçlüğü riski taşıyan 40 çocuk (20 deney, 20 kontrol) araştırmaya alınmıştır. Araştırmada ön test-son test deney ve kontrol gruplu deneysel model uygulanmıştır. Ana sınıfına kayıtlı 120 çocuğun ailelerine ve öğretmenlerine aile bilgi formu, çocuk belirti listesi uygulanmıştır. Aileleri ve öğretmenleri tarafından risk faktörünün varlığı belirtilmiş 58 çocuğa Frostig Gelişimsel Görsel Algı Testi, Bracken Temel Kavram Ölçeği İfade Edici Formu, Peabody Resim Kelime Testi (B formu), Gessell Gelişim Figürleri Testi ön test ve son test olarak kullanılmıştır. 58 çocuktan 40 nın özel öğrenme güçlüğü riski taşıdığı kabul edilmiştir. Erken müdahalenin etkinliğini değerlendirmek amacıyla araştırmacı tarafından Erken Müdahale Eğitim geliştirilmiştir. Bu program özel öğrenme güçlüğüne sahip çocukların özellikleri ve ihtiyaçlarını göz önüne alan bir yaklaşımla, Kephart'ın Algısal-motor modeli, Getman'ın gelişimci görüşe dayalı eğitim Frostig Görsel Algı Eğitimi, duyulara dayanan akademik terapi programları gibi dünyada özel öğrenme güçlüğüne yönelik olarak uygulanan programlar ve Milli Eğitim Bakanlığı tarafından hazırlanan Özel Öğrenme Güçlüğü Destek Eğitim MEB Okul Öncesi Eğitim temel alınarak, dayanarak eklektik bir yaklaşımla hazırlanmıştır. Erken Müdahale Eğitim deney grubunu oluşturan çocuklara 5 ay süreyle uygulanmıştır. Uygulama bittikten sonra her iki gruba veri toplama araçları son test olarak uygulamıştır. Araştırma bulguları deney ve kontrol grupları arasında okula hazır olma yönünden anlamlı bir fark olmadığını, buna karşın Erken Müdahale Eğitim Programına alınan deney grubunun öntest ve sontest puanları arasında son test lehine önemli bir farkın olduğunu, kontrol grubunda ise önemli bir fark görülmediğini ortaya koymuştur. Göz-motor koordinasyonu, şekil zemin ayırımı, şekil sabitliği, mekan konum algısı, mekan ilişkilerinin algısı, alıcı ve ifade edici dil gelişimi, fonetik farkındalık, miktar, zaman ve sıralama, kopya etme, benlik ve sosyal farkındalık, yön ve konum algısı becerilerinde deney grubunda anlamlı bir gelişmenin olduğu, deney ve kontrol grubu arasında deney grubu lehine anlamlı bir farkın olduğu saptanmıştır. Sonuçlar erken çocukluk döneminde öğrenme güçlüğü riski taşıyan çocuklara Erken Müdahale Eğitim nın etkin bir program olarak kullanılabileceğini ve çocukta var olan yetersizliğin üstesinden gelinmesinde olumlu etkiler yaptığını desteklemektedir. Anahtar Sözcükler: Özel Öğrenme Güçlüğü, Erken Müdahale, Erken Müdahale Eğitim
To analyze the effectiveness of early intervention educational program which is applied during pre-referral period to 5 to 6 year old children with learning disability risk, 40 children (20 study group, 20 control group) from the preparatory class at Bostancı Atatürk Elementary School are chosen. Pre testing and final testing experimentation and experimental model with control group are applied in this study. Family information form and child symptom list are applied to the families and teachers of 120 children. Frostig Visual Development Test, Bracken Basic Concept Scale – Expressive Form, Peabody Picture Word Test (Form B), and Gessell Development Figures Test are applied as pre-test and final test to 58 children described as risk factors by their parents and teachers. 40 of these 58 children are accepted as risk carriers for learning disability. To evaluate the effectiveness of early intervention, Early Intervention Educational Program is developed by the researcher. This program is prepared with an eclectic approach by taking the characteristics and needs of children with learning difficulties into account and by basing itself on programs applied in the world for special learning difficulty, Kephart's perceptual-motor model, Getman's educational program based on progressive point of view, Frostig educational therapy approach, Piaget's cognitive development theory, academic therapy programs based on perception and The Ministry of Education's educational program to support special learning difficulty. After applying early intervention educational program to the children in the study group for 5 months, data collection tools are applied to both groups as final test. Study shows that, in terms of readiness for school, there is no conclusive difference between study and control groups, although, for the study group that participated to Early Intervention Educational Program, there is a clear difference in favor of final test between the results of pre-test and final test; while for the control group, no such difference is obtained.In eye-motor coordination, figure – ground perception, constancy of shapes, position in space, spatial relationships, expressive and receptive language development, phonetic awareness, quantity, time and ordering, copying, self and social awareness, perception of direction and position capabilities, a significant development in the study group and also, between the study and control groups, the presence of a significant difference in favor of the study group are observed. Results support the possibility of using Early Intervention Educational Program as an effective program for children with learning difficulty risk in pre-referral period, and the presence of its positive effects on the child's disabilities. Key Words: Learning Disability, Early Intervention, Early Intervention Educatıonal Program.
To analyze the effectiveness of early intervention educational program which is applied during pre-referral period to 5 to 6 year old children with learning disability risk, 40 children (20 study group, 20 control group) from the preparatory class at Bostancı Atatürk Elementary School are chosen. Pre testing and final testing experimentation and experimental model with control group are applied in this study. Family information form and child symptom list are applied to the families and teachers of 120 children. Frostig Visual Development Test, Bracken Basic Concept Scale – Expressive Form, Peabody Picture Word Test (Form B), and Gessell Development Figures Test are applied as pre-test and final test to 58 children described as risk factors by their parents and teachers. 40 of these 58 children are accepted as risk carriers for learning disability. To evaluate the effectiveness of early intervention, Early Intervention Educational Program is developed by the researcher. This program is prepared with an eclectic approach by taking the characteristics and needs of children with learning difficulties into account and by basing itself on programs applied in the world for special learning difficulty, Kephart's perceptual-motor model, Getman's educational program based on progressive point of view, Frostig educational therapy approach, Piaget's cognitive development theory, academic therapy programs based on perception and The Ministry of Education's educational program to support special learning difficulty. After applying early intervention educational program to the children in the study group for 5 months, data collection tools are applied to both groups as final test. Study shows that, in terms of readiness for school, there is no conclusive difference between study and control groups, although, for the study group that participated to Early Intervention Educational Program, there is a clear difference in favor of final test between the results of pre-test and final test; while for the control group, no such difference is obtained.In eye-motor coordination, figure – ground perception, constancy of shapes, position in space, spatial relationships, expressive and receptive language development, phonetic awareness, quantity, time and ordering, copying, self and social awareness, perception of direction and position capabilities, a significant development in the study group and also, between the study and control groups, the presence of a significant difference in favor of the study group are observed. Results support the possibility of using Early Intervention Educational Program as an effective program for children with learning difficulty risk in pre-referral period, and the presence of its positive effects on the child's disabilities. Key Words: Learning Disability, Early Intervention, Early Intervention Educatıonal Program.