Edirne il merkezindeki anaokulu ve ilkokulda eğitim alan öğrencilerin ebevenynlerinin otizm, disleksi ve kaynaştırma eğitimi hakkında bilgi düzeyi ve tutumları
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Tarih
2022
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Yayıncı
Trakya Üniversitesi Tıp Fakültesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Çalışmamızda Edirne il merkezindeki anaokulu ve ilkokullarda eğitim alan çocukların ebeveynlerinin; otizm ve disleksi bilgi düzeylerinin, kaynaştırma eğitimine karşı tutumlarının belirlenmesi, ebeveynlerde özel eğitim gerektiren hastalıklar ve eğitim süreçleri hakkında farkındalık oluşturulması amaçlanmıştır. Çalışmamızın evrenini Edirne İl Milli Eğitim Müdürlüğü’nden alınan bilgilere göre; toplam 10046 öğrenci oluşturmuştur. Örneklem; %5 hata payı, %95 güven aralığı alınarak minimum 240 kişi olarak hesaplanmış ve 1018 kişiye ulaşılmıştır. Veriler sosyodemografik özellikler, otizm ve disleksi bilgi testleri ile Okul Öncesi Dönemde Kaynaştırmaya Karşı Tutum Ölçeği’ni içeren 95 soruluk anket yardımıyla toplanmıştır. Pearson chi square, Mann-Whitney U, Kruskall-Wallis ve Sperman korelasyon testleri kullanılmış, istatistiksel anlamlılık düzeyi p<0,05 olduğunda anlamlı kabul edilmiştir. Çalışmamızda katılımcıların otizm bilgi testi ortalama puanı 9,75±4,17 (medyan 10,00, min 0,00-maks 18), disleksi bilgi testi ortalama puanı 6,01±4,51 (medyan 7,00, min 0,00-maks 15), okul öncesi eğitimde kaynaştırmaya karşı tutum ölçeği ortalama puanı 96,69±12,79 (medyan 93,0, min 52,0-maks 137) olarak saptanmıştır. Otizm ve disleksi hakkında bilgi sahibi olduğunu söyleyen ve çocuğunun sınıfında kaynaştırma öğrencisi bulunan katılımcıların otizm ve disleksi bilgi düzeyleri daha yüksek, kaynaştırma eğitimine karşı tutumları daha olumlu saptanmıştır. Çalışmamızdan elde edilen sonuçları değerlendirdiğimizde; ebeveynlerin otizm ve disleksi hakkında, özellikle erken tanı, erken dönem belirtileri ve eğitimin tedavideki önemi konusunda bilgilendirilmesi gerekmektedir. Ebeveynlere kaynaştırma eğitimlerinin başta özel eğitim gereksinimi olan çocuklar olmak üzere tüm çocuklara sağladığı yararlar anlatılmalı ve kaynaştırma eğitimine katkıda bulunmaları sağlanmalıdır. Çocukları için her zaman rol model olan ebeveynlerin; otizm, disleksi ve kaynaştırma eğitimleri hakkında bilinçlenerek olumlu bir tutumda olması toplumun farkındalığının artmasında otizm ve disleksili bireylerin topluma kazandırılmasında fayda sağlayacaktır.
In our study, it was aimed to determine the level of autism and dyslexia knowledge and attitudes towards inclusive education of parents of children receiving education in kindergartens and primary schools in Edirne province center, and to raise awareness among parents about diseases requiring special education and educational processes. According to the information received from Edirne Provincial Directorate of National Education, the population of our study consisted of 10046 students. The sample was calculated as a minimum of 240 people with a 5% margin of error and 95% confidence interval and 1018 people were reached. Data were collected with the help of a questionnaire with 95 questions including sociodemographic characteristics, autism and dyslexia information tests, and the Attitudes Towards Inclusion in Preschool Period Scale. Pearson chi square, Mann-Whitney U, Kruskall-Wallis and Spearman correlation tests were used and statistical significance level was considered significant when p<0,05. In our study, the mean score of the autism knowledge test was 9,75±4,17 (median 10,00, min 0,00-max 18), the mean score of the dyslexia knowledge test was 6,01±4,51 (median 7,00, min 0,00-max 15), and the mean score of the attitude towards inclusion in preschool education scale was 96,69±12,79 (median 93,0, min 52,0-max 137). Participants who stated that they had knowledge about autism and dyslexia and whose children with inclusive students in their class had higher levels of knowledge about autism and dyslexia and more positive attitudes towards inclusive education. When we evaluate the results obtained from our study; parents should be informed about autism and dyslexia, especially about early diagnosis, early symptoms and the importance of education in treatment. Parents should be told about the benefits of inclusive education for all children, especially children with special education needs, and they should be encouraged to contribute to inclusive education. Parents, who are always role models for their children, should be aware of autism, dyslexia and inclusive education and have a positive attitude, which will increase the awareness of the society and contribute to the inclusion of individuals with autism and dyslexia into the society.
In our study, it was aimed to determine the level of autism and dyslexia knowledge and attitudes towards inclusive education of parents of children receiving education in kindergartens and primary schools in Edirne province center, and to raise awareness among parents about diseases requiring special education and educational processes. According to the information received from Edirne Provincial Directorate of National Education, the population of our study consisted of 10046 students. The sample was calculated as a minimum of 240 people with a 5% margin of error and 95% confidence interval and 1018 people were reached. Data were collected with the help of a questionnaire with 95 questions including sociodemographic characteristics, autism and dyslexia information tests, and the Attitudes Towards Inclusion in Preschool Period Scale. Pearson chi square, Mann-Whitney U, Kruskall-Wallis and Spearman correlation tests were used and statistical significance level was considered significant when p<0,05. In our study, the mean score of the autism knowledge test was 9,75±4,17 (median 10,00, min 0,00-max 18), the mean score of the dyslexia knowledge test was 6,01±4,51 (median 7,00, min 0,00-max 15), and the mean score of the attitude towards inclusion in preschool education scale was 96,69±12,79 (median 93,0, min 52,0-max 137). Participants who stated that they had knowledge about autism and dyslexia and whose children with inclusive students in their class had higher levels of knowledge about autism and dyslexia and more positive attitudes towards inclusive education. When we evaluate the results obtained from our study; parents should be informed about autism and dyslexia, especially about early diagnosis, early symptoms and the importance of education in treatment. Parents should be told about the benefits of inclusive education for all children, especially children with special education needs, and they should be encouraged to contribute to inclusive education. Parents, who are always role models for their children, should be aware of autism, dyslexia and inclusive education and have a positive attitude, which will increase the awareness of the society and contribute to the inclusion of individuals with autism and dyslexia into the society.
Açıklama
Anahtar Kelimeler
Otizm spektrum bozukluğu, Disleksi, Kaynaştırma, Ebeveyn, Autism spectrum disorder, Dyslexia, Inclusion, Parents
