Bu çalışmanın amacı, özel eğitim öğretmen adaylarının Öğretmenlik Uygulaması dersine ve dersinyürütüldüğü uygulama okullarına ilişkin beklentilerinin belirlenmesidir. Çalışmada durum çalışmasıdeseni kullanılmıştır. Çalışmaya, zihin engeliler öğretmenliği programına devam eden ve ÖğretmenlikUygulaması I dersini alan 75 özel eğitim öğretmen adayı katılmıştır. Veriler, açık-uçlu sorulardan oluşmuş,yarı-yapılandırılmış bir görüşme formu kullanılarak toplanmıştır. Verilerin analizinde içerik analizkullanılmıştır. Değerlendiriciler arası güvenirlik ortalama %97 bulunmuştur. Bulgular, öğretmenadaylarının Öğretmenlik Uygulaması dersiyle ilgili beklentilerinin, dersin amacı, içeriği, işlenişi vedeğerlendirmesiyle tutarlı olduğunu ortaya koymaktadır. Öğretmen adaylarının dersin öğretimelemanından hem mesleki hem de kişisel beklentileri olduğu görülmektedir. Öğretmen adayları ayrıca,dersin yürütüldüğü uygulama okullarına ilişkin hem fiziksel hem de sosyal beklentilere; uygulamaokulundaki personele ilişkin ise hem mesleki hem de kişisel beklentilere sahiptir. Çalışmanın bulguları,uygulamalara ve ileriki araştırmalara ilişkin öneriler açısından tartışılmıştır.
|
chool adjustment throughout the early years of formal schooling has been examined onscientific studies for various reasons. Because it predicts certain parts of school successin later years, school adjustment has been suggested to become a focus of research. Althoughthere are numerous factors affecting school adjustment, these factors appear to becategorised as being related to child, family and school or programme. This study examinesthe relationship between the severity levels of autism in preschool children and theirsocial interaction behaviours characteristic to autism, and their school adjustment. For thispurpose, data gathered from a total of 40 students, 6 girls and 34 boys. The age range ofthe children was 44 to 78 months. Findings reveal that severity levels of disability and socialinteraction behaviours that are characteristic to ASD predict the school adjustment of preschoolchildren with ASD by 54% in the category of Classroom Participation and by 44%negatively and significantly in the category of Positive Orientation. The findings were discussedbased on the literature findings.
|
Preventing antisocial behaviors appearing at an early age--before they become chronic--through effective early intervention programs, has become an important issue in recent years. In Turkey, the increase in the number of children at risk of antisocial behavior makes it necessary to get these behaviors under control at an early age through some effective and systematic programs. Nevertheless, in Turkey, the number of studies on this subject is limited. Therefore, this study aims to explore the effectiveness of the preschool version of the First Step to Success (FSS) early intervention program on antisocial behaviors and social skills of Turkish children aged 36-72 months, who are at risk of antisocial behaviors. The study comprises a pretest-posttest experimental design with a control group. At the end of the study, the total problem and externalized problem behaviors of children in the experimental group decreased significantly. However, the program implementation did not result in a significant difference between experimental and control groups in terms of social skills. Regarding social validity findings, the majority of teachers and parents were happy with the program.
|
This study aims to describe the views of teachers, parents, and FSS-PSV counselors on the Preschool Version of First Step to Success Early Intervention Program (FSS-PSV) in preventing antisocial behaviors; in addition, the implementation process and contributions from the program will also be outlined. The study was conducted in six different preschools in Eskisehir, Turkey. Participants of the study were 11 preschool teachers, 11 parents, and six FSS-PSV counselors. Data were collected through semi-structured interviews. Descriptive analysis was used in analyzing the data. As a result, children who were identified as target students of the FSS-PSV program revealed having antisocial/problem behaviors. These behaviors particularly involved physical aggression and incompetency in social skills. The majority of teachers and parents stated that those behaviors stemmed from family-related reasons. To cope with antisocial/problem behaviors, the teachers preferred to talk to a student about his/her behavior, use the in- and out-of-class break technique, and reward positive behaviors. Parents preferred talking to the child or punishing them. Qualitative findings of this study support the findings of studies on the effectiveness of FSS-PSV through quantitative methods in literature. Similarly, most of the participants in this study provided positive feedback on FSS-PSV, and changes were observed concerning the antisocial/problem behaviors of the children
|
