Farklı Ortamlarda Öğrenim Gören İşitme Engelli Öğrencilerin Sosyal ve Etik Kurallarla İlgili Bilgilerinin Karşılaştırmalı Olarak Değerlendirilmesi
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Tarih
2009
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bazı işitme engelli öğrencilerin işitme kayıpları nedeniyle sosyal ve etik gelişimlerinde geri kalmalarına rağmen, bu öğrencilerin sosyal ve etik kurallarla ilgili gelişimlerine yönelik ülkemizdeki araştırmaların sınırlı olduğu gözlenmektedir. Buna ek olarak, kaynaştırma ortamlarında ve özel eğitim okulunda öğrenim gören işitme engelli öğrencilerin sosyal ve etik kurallara yönelik bilgileriyle ilgili karşılaştırmalı araştırmaların da sınırlı olduğu görülmektedir. Bu nedenle, bu araştırmanın amacı, 1) kaynaştırma ortamlarında ve özel eğitim okulunda öğrenim gören işitme engelli öğrencilerin sosyal ve etik kurallarla ilgili bilgilerinin farklılaşıp farklılaşmadığının ve 2) sosyal ve etik kurallarla ilgili bilgilerinin öğrenim gördükleri farklı ortamlardan etkilenip etkilenmediğinin karşılaştırmalı olarak incelenmesidir. Bu araştırmanın yöntemi ‘Görüşme Yöntemi’dir Bu araştırmaya, özel eğitim okulundan 41 ve kaynaştırma sınıflarından da 38 öğrenci olmak üzere toplam 79 öğrenci katılmıştır. Araştırmada veri toplamak amacıyla Smetana (1981) tarafından geliştirilen 10 resim araştırmacı tarafından Türkçeye uyarlanarak kullanılmıştır. Bu araştırmada elde edilen veriler Mann-Whitney U ve t testi kullanılarak analiz edilmiştir. Bu araştırmadan ortaya çıkan bulgular aşağıda sıralanmıştır. Özet bölümünde maddeler yerine sonuçları kısaltıp yazılması daha iyi olur. Özel eğitim okulunda öğrenim gören işitme engelli öğrencilerin, kaynaştırma ortamlarında öğrenim gören işitme engelli öğrencilere göre etik ve sosyal kurallarla ilgili (otorite yokluğu, kural yokluğu, genelleme ve ceza) alt boyut puanlarının daha yüksek olduğunu, Etik ve sosyal kural bilgisinin cinsiyete göre karşılaştırıldığında, puanlar arasında kız öğrencilerin lehine anlamlı farklılıklar olduğu, Sınıf düzeylerine göre karşılaştırıldığında ise, özel eğitim okulunda öğrenim gören işitme engelli öğrencilerin lehine kaynaştırma ortamlarında öğrenim gören işitme engelli çocukların etik ve sosyal kural bilgisi puanlarında anlamlı farklılıklar olduğu ortaya çıkmıştır. Bulgular alanyazın ışığında tartışılmıştır.
Introduction Children with hearing impairments have some difficulties on learning social and moral rules because of lack of hearing competencies (Luetke- Stahlman and Luckner, 2000). Akçamete (2005) emphasized that the process in learning of social skills for hearing impaired children is dependent upon their communication skills which can be learnt by hearing and hearing impaired students in the same way due to the fact that they follow same basic principles. If hearing impaired children’s language development does not improve at the expected level when they even grow old they may have many difficulties to communicate with the same age hearing peers. In addition, language development is important factor to have friendships amongst older hearing impaired students. Social rule knowledge is also important role for the hearing impaired to be able to learn behaviour patterns. Poyraz-Tüy (1999) reported that hearing impaired students who are enrolled in special schools had more inner intentional problems such as social withdrawn, anxiety, depressive reflections and psychosomatic problems than hearing impaired students have who are enrolled in inclusive schools. However, when their practice skills on doing social rules are improved their behaviour problems can be decreased. In other words, when hearing impaired students’ knowledge on social and moral rules increase the level of problem behaviours may be reduced in the same level. In Turkey, there are some researches about hearing impaired students which are related to the effects of different approaches or teaching methods to teach social skills to them (Avcioğlu, 2001 and Onalan-Akfirat, 2004) or related to elucidating their problem behaviors (Poyraz-Tüy, 1999). However, there is not research regarding social and moral rules knowledge the students with hearing impairments have. Therefore, this research examines whether social and moral rules knowledge of hearing impaired students differ according to their education settings, mainstream and special schools, in terms of some different variables such as school types, gender and their grades. Method This research aims to elucidate whether there is any difference on social and moral rules knowledge between inclusive and special school students with hearing impairments in terms of their school type, gender and their grades. Therefore, the structured interview method was used to describe social and moral rules knowledge that they have in this study. Study Group In this study, the study group consists of 79 hearing impaired students who are enrolled in special and inclusive schools, 41 students from special schools (9-13 years old with 65-115 decibels), and 38 schools from 11 mainstream schools (9-13 years old and 35-95 decibels). The research Instruments In this research, the researcher used the Scale of Preschool Children’s Knowledge on Social and Moral Rules developed by Smetana (1981) which consists of ten pictures. Smetana (1981) reported that the reliability of the scale was .76 accounted with the Pearson’s Correlation Technique. The reason why this scale was used in this study is because this scale consists of ten pictures and many questions with each picture which gives clear reflections on the perceptions of hearing impaired students due to the fact that the pictures are audio-visual which is important for these students to be able to understand clearly about what the pictures explain to respond. In Turkey, the study for reliability and validity of the scale was completed by Seçer and Sari (2006), and the validity and the reliability calculations were renewed before the scale was used for this study because the study group included hearing impaired students only. Pointing The study groups were showed three different faces for each picture to learn what the students’ perceptions are about the seriousness of social and moral rules. With the help of the pictures and the faces showed to the students, for the first face which is related to happy face (approval) 1 point was given, for the second face related to little angry face (not approval) 2 points were given, for the third face related to very angry face (certainly not approval and very bad thing), 3 points were given to the students for their responses to each face. Data Analysis The data collected from the scale were analyzed using the ‘t’ test to look at whether there is a statistically difference between the groups’ scores in terms of their education settings (special school or inclusive schools) and their gender. For the data analysis, Mann–Whitney U test was used to look at whether there is a statistically difference for their grades. The accepted level of significance is 0.5. The Findings In this research, first of all, the scores collected by hearing impaired children who are enrolled in special schools and inclusive schools collected from the Scale for Preschool Children’s Knowledge on Social and Moral Rules were examined for whether there is any difference between the means of two groups’ scores in terms of their education settings. Then, the means of the two groups’ scores means were compared in terms of their genders and their grades. The students who are enrolled in special school for the deaf had higher scores in most of the sub dimensions of the scale than the students who are enrolled in inclusive schools (please see Table 3). In other words, the male and female students had same scores for most of the sub dimensions of the scale except social and moral seriousness sub dimension (Table 4). It means that there is a statistical difference between the male and female students’ scores, that is, the female students perceive social and moral rules more serious than the male students. The students who are 3rd grade in special schools had higher scores for all sub dimensions of the scale than the inclusive school students had (Table 5). The 4th grade students in special schools had higher scores on lack of authority and lack of rules sub dimensions of the scale than the 4th grade mainstream school students had (Table 6). The 5th grade students in special schools had higher scores on all sub dimensions of the scale than the 5th grade students in inclusive schools had (Table 7). Discussion The reason why special schools had higher scores from almost all the sub dimensions of the scale than the inclusive students may be because they internally and emotionally accept the rules. Another reason may be that hearing impaired students in special schools communicate with each other well. As indicated in Cappelli (1995), the younger students in special schools can communicate with the older students therefore, they observe the older students on how they behave and how they obey the rules by imitating them. The older students perceive the rules because they feel that they may be rejected if they do not follow the rules by their hearing peers. In Turkey, the hearing impaired students have many difficulties about receiving hearing aids in their early years so they cannot receive auditory signals as they need, which leads to limitation in having conceptive development. This negatively effects their language development. In general, limitation of their communication skills to improve may lead the younger students not to be able to learn the social and moral rules from the others in their environment. Cultural factors may affect the differences between the male and female students’ perceptions on social and moral rules. For example, in some families, parents spend more time to teach female students than they did for the male students. The other factor may be lack of enough knowledge of the hearing students about the hearing impaired on how to communicate with them and what personal characteristics they have. In terms of their grades, the special school students had higher scores on most of the sub dimensions of the scale than the students had in inclusive schools. The most striking issue here may be that special schools students have more knowledge about rules than the students in inclusive schools. This may reflect that the needs of the students in inclusive schools cannot be met well leading to lack of enough knowledge about social and moral rules. In addition to these, the curriculum followed by hearing impaired students in inclusive schools should be revised and the content of the curriculum should be reorganized for having more knowledge about social and moral rules.
Introduction Children with hearing impairments have some difficulties on learning social and moral rules because of lack of hearing competencies (Luetke- Stahlman and Luckner, 2000). Akçamete (2005) emphasized that the process in learning of social skills for hearing impaired children is dependent upon their communication skills which can be learnt by hearing and hearing impaired students in the same way due to the fact that they follow same basic principles. If hearing impaired children’s language development does not improve at the expected level when they even grow old they may have many difficulties to communicate with the same age hearing peers. In addition, language development is important factor to have friendships amongst older hearing impaired students. Social rule knowledge is also important role for the hearing impaired to be able to learn behaviour patterns. Poyraz-Tüy (1999) reported that hearing impaired students who are enrolled in special schools had more inner intentional problems such as social withdrawn, anxiety, depressive reflections and psychosomatic problems than hearing impaired students have who are enrolled in inclusive schools. However, when their practice skills on doing social rules are improved their behaviour problems can be decreased. In other words, when hearing impaired students’ knowledge on social and moral rules increase the level of problem behaviours may be reduced in the same level. In Turkey, there are some researches about hearing impaired students which are related to the effects of different approaches or teaching methods to teach social skills to them (Avcioğlu, 2001 and Onalan-Akfirat, 2004) or related to elucidating their problem behaviors (Poyraz-Tüy, 1999). However, there is not research regarding social and moral rules knowledge the students with hearing impairments have. Therefore, this research examines whether social and moral rules knowledge of hearing impaired students differ according to their education settings, mainstream and special schools, in terms of some different variables such as school types, gender and their grades. Method This research aims to elucidate whether there is any difference on social and moral rules knowledge between inclusive and special school students with hearing impairments in terms of their school type, gender and their grades. Therefore, the structured interview method was used to describe social and moral rules knowledge that they have in this study. Study Group In this study, the study group consists of 79 hearing impaired students who are enrolled in special and inclusive schools, 41 students from special schools (9-13 years old with 65-115 decibels), and 38 schools from 11 mainstream schools (9-13 years old and 35-95 decibels). The research Instruments In this research, the researcher used the Scale of Preschool Children’s Knowledge on Social and Moral Rules developed by Smetana (1981) which consists of ten pictures. Smetana (1981) reported that the reliability of the scale was .76 accounted with the Pearson’s Correlation Technique. The reason why this scale was used in this study is because this scale consists of ten pictures and many questions with each picture which gives clear reflections on the perceptions of hearing impaired students due to the fact that the pictures are audio-visual which is important for these students to be able to understand clearly about what the pictures explain to respond. In Turkey, the study for reliability and validity of the scale was completed by Seçer and Sari (2006), and the validity and the reliability calculations were renewed before the scale was used for this study because the study group included hearing impaired students only. Pointing The study groups were showed three different faces for each picture to learn what the students’ perceptions are about the seriousness of social and moral rules. With the help of the pictures and the faces showed to the students, for the first face which is related to happy face (approval) 1 point was given, for the second face related to little angry face (not approval) 2 points were given, for the third face related to very angry face (certainly not approval and very bad thing), 3 points were given to the students for their responses to each face. Data Analysis The data collected from the scale were analyzed using the ‘t’ test to look at whether there is a statistically difference between the groups’ scores in terms of their education settings (special school or inclusive schools) and their gender. For the data analysis, Mann–Whitney U test was used to look at whether there is a statistically difference for their grades. The accepted level of significance is 0.5. The Findings In this research, first of all, the scores collected by hearing impaired children who are enrolled in special schools and inclusive schools collected from the Scale for Preschool Children’s Knowledge on Social and Moral Rules were examined for whether there is any difference between the means of two groups’ scores in terms of their education settings. Then, the means of the two groups’ scores means were compared in terms of their genders and their grades. The students who are enrolled in special school for the deaf had higher scores in most of the sub dimensions of the scale than the students who are enrolled in inclusive schools (please see Table 3). In other words, the male and female students had same scores for most of the sub dimensions of the scale except social and moral seriousness sub dimension (Table 4). It means that there is a statistical difference between the male and female students’ scores, that is, the female students perceive social and moral rules more serious than the male students. The students who are 3rd grade in special schools had higher scores for all sub dimensions of the scale than the inclusive school students had (Table 5). The 4th grade students in special schools had higher scores on lack of authority and lack of rules sub dimensions of the scale than the 4th grade mainstream school students had (Table 6). The 5th grade students in special schools had higher scores on all sub dimensions of the scale than the 5th grade students in inclusive schools had (Table 7). Discussion The reason why special schools had higher scores from almost all the sub dimensions of the scale than the inclusive students may be because they internally and emotionally accept the rules. Another reason may be that hearing impaired students in special schools communicate with each other well. As indicated in Cappelli (1995), the younger students in special schools can communicate with the older students therefore, they observe the older students on how they behave and how they obey the rules by imitating them. The older students perceive the rules because they feel that they may be rejected if they do not follow the rules by their hearing peers. In Turkey, the hearing impaired students have many difficulties about receiving hearing aids in their early years so they cannot receive auditory signals as they need, which leads to limitation in having conceptive development. This negatively effects their language development. In general, limitation of their communication skills to improve may lead the younger students not to be able to learn the social and moral rules from the others in their environment. Cultural factors may affect the differences between the male and female students’ perceptions on social and moral rules. For example, in some families, parents spend more time to teach female students than they did for the male students. The other factor may be lack of enough knowledge of the hearing students about the hearing impaired on how to communicate with them and what personal characteristics they have. In terms of their grades, the special school students had higher scores on most of the sub dimensions of the scale than the students had in inclusive schools. The most striking issue here may be that special schools students have more knowledge about rules than the students in inclusive schools. This may reflect that the needs of the students in inclusive schools cannot be met well leading to lack of enough knowledge about social and moral rules. In addition to these, the curriculum followed by hearing impaired students in inclusive schools should be revised and the content of the curriculum should be reorganized for having more knowledge about social and moral rules.
Açıklama
Anahtar Kelimeler
Etik gelişim, sosyal gelişim, özel eğitim, işitme engelli çocuklar, kaynaştırma, özel eğitim okulu, sosyal ve etik kurallar bilgisi, Moral development, social development, special education, hearing impaired students, inclusion of deaf students, special school, the knowledge about social and moral rules
Kaynak
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
21
Künye
Sarı, H., (2009). Farklı Ortamlarda Öğrenim Gören İşitme Engelli Öğrencilerin Sosyal ve Etik Kurallarla İlgili Bilgilerinin Karşılaştırmalı Olarak Değerlendirilmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21, 391-406.