Okul öncesi dönem kaynaştırma ve bütünleşme öğrencilerinin sosyal kabulüne “arkadaş edinme” programının etkisi
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Date
2019
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Publisher
Trakya Üniversitesi,Sosyal Bilimler Enstitüsü
Access Rights
info:eu-repo/semantics/openAccess
Abstract
Bu araştırma, okul öncesi dönemdeki normal gelişim gösteren çocukların kaynaştırma ve bütünleştirme programına devam eden özel gereksinimli akranlarına karşı sosyal kabul düzeyleri üzerinde “Arkadaş Edinme” Programının etkili olup olmadığının belirlenmesi amacıyla yapılmıştır. Araştırma ön test, son test, kalıcılık testi, kontrol gruplu deneysel desende planlanmıştır. Araştırma Edirne il merkezinde bulunan okul öncesi eğitim kurumlarında kaynaştırma sınıflarına devam eden normal gelişim gösteren 64’ü deney ve 66’sı kontrol grubuna olmak üzere toplam 130 çocuk ile yürütülmüştür. Araştırmada deney grubundaki çocuklara 6 hafta süresince haftada 3 gün olarak “Arkadaş Edinme” Programı uygulanmıştır. Bu süreç içinde kontrol grubundaki çocuklar okul öncesi eğitim programlarına devam etmişlerdir. Araştırmada veri toplama aracı olarak Genel Bilgi Formu, Marmara İlköğretime Hazır Oluş Ölçeği, Okul Öncesi Kabul Ölçeği ve Anaokulu ve Anasınıfı Davranış Ölçeği kullanılmıştır. Verilerin analizi t testi (bağımsız, bağımlı), ANOVA ve Pearson Korelasyon analizi kullanılarak yapılmıştır. Araştırma sonuçlarına göre, “Arkadaş Edinme” Programının normal gelişim gösteren çocuklarda özel gereksinimli akranlarına karşı sosyal kabulün, sosyal işbirliğinin, sosyal etkileşimin, sosyal bağımsızlığın artmasında, sosyal çekingenliğin ve kaygının azalmasında etkili olduğu tespit edilmiştir. Ayrıca araştırmanın demografik değişkenlerine göre Okul Öncesi Kabul Ölçeği puanları arasında anlamlı bir farklılık olmadığı belirlenmiştir.
This study was carried out to determine whether the “Making Friends” program was effective on the social acceptance levels of preschool children with typical developmental needs for their peers with special needs who continue mainstreaming and inclusion program. The research had an experimental design with a control group, pretests, posttests and retention tests. The study included 130 preschool children with typical development needs in mainstreaming classes in educational institutions in Edirne, 64 of whom were in the experimental group and 66 of whom were in the control group. In the current study, “Making Friends” program was applied to the children in the experimental group as 3 days a week for 6 weeks. In this process, the children in the control group continued their preschool education program. General Information Form, Marmara School Readiness Scale, Acceptance Scale for Kindergarten, and Preschool and Kindergarten Behavior Scale were used as data collection tools. Analyses of the data were done by using t tests (independent, dependent), ANOVA and Pearson Correlation. According to the results of the study, it has been determined that “Making Friends” program has an increasing effect on social acceptance against children with special needs, social cooperation, social interaction, and social independence levels of children with typical development needs, and it has a decreasing effect on social withdrawal and anxiety. In addition, it has been determined that there was no significant difference in the scores of the Acceptance Scale for Kindergarten with regard to the demographic variables of the study.
This study was carried out to determine whether the “Making Friends” program was effective on the social acceptance levels of preschool children with typical developmental needs for their peers with special needs who continue mainstreaming and inclusion program. The research had an experimental design with a control group, pretests, posttests and retention tests. The study included 130 preschool children with typical development needs in mainstreaming classes in educational institutions in Edirne, 64 of whom were in the experimental group and 66 of whom were in the control group. In the current study, “Making Friends” program was applied to the children in the experimental group as 3 days a week for 6 weeks. In this process, the children in the control group continued their preschool education program. General Information Form, Marmara School Readiness Scale, Acceptance Scale for Kindergarten, and Preschool and Kindergarten Behavior Scale were used as data collection tools. Analyses of the data were done by using t tests (independent, dependent), ANOVA and Pearson Correlation. According to the results of the study, it has been determined that “Making Friends” program has an increasing effect on social acceptance against children with special needs, social cooperation, social interaction, and social independence levels of children with typical development needs, and it has a decreasing effect on social withdrawal and anxiety. In addition, it has been determined that there was no significant difference in the scores of the Acceptance Scale for Kindergarten with regard to the demographic variables of the study.
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Keywords
Kaynaştırma, Bütünleştirme, Özel Gereksinimli Çocuklar, Akran İlişkileri, Sosyal Kabul, Mainstreaming, Inclusion, Children With Special Needs, Peer Relations, Social Acceptance
