Görme Yetersizliğinden Etkilenmiş ve Gören Çocukların Sosyal Etkileşim Becerilerinin Karşılaştırılması

Year 2023, Issue: 57, 30 - 50, 01.01.2023

Hale Çotuk , Selda Özdemir

https://doi.org/10.9779/pauefd.816803

Abstract

Bu araştırmanın amacı, görme yetersizliğinden etkilenmiş ve gören çocukların sergiledikleri sosyal etkileşim becerilerini karşılaştırarak incelemektir. Araştırma grubuna 60 ile 72 ay aralığında olan 20 ağır görme yetersizliğinden etkilenmiş (SS: 1.22), 20 az gören (SS: 1.32) ve 20 gören çocuk (SS: 1.19) olmak üzere toplam 60 çocuk katılmıştır. Araştırma grubunda yer alan çocuklar Ankara ilinde özel özel eğitim kurumları ve anaokullarına devam eden çocuklardır. Araştırmanın veri toplama sürecinde katılımcı çocuklarla birebir etkileşim aracılığıyla standart bir oyuncak seti ile doğal etkileşimde kalarak oyun oynanmıştır. Verilerin analizinde çocukların sosyal etkileşim becerileri Sosyal Etkileşimi Başlatma, Sosyal Etkileşimi Sürdürme, Destekli Etkileşim ve Etkileşimsizlik kategorilerinde incelenmiştir. Araştırma sonucunda görme yetersizliğinden etkilenmiş çocukların sosyal etkileşimi başlatma ve sürdürme becerilerinin gören akranlarından daha sınırlı düzeyde gerçekleştiği saptanmıştır. Araştırma sonuçları çocukların görme düzeylerinin sosyal etkileşim becerileri ile ilişkili olduğunu göstermiştir. Araştırmadan elde edilen sonuçlar tartışılarak ileri araştırmalara yönelik önerilere yer verilmiştir.

Keywords

az gören çocuklar, ağır görme yetersizliğinden etkilenmiş çocuklar, sosyal etkileşim becerileri, oyun

A Comparison of the Social Interaction Skills of Children with Visual Impairments and Sighted Children

Abstract

The purpose of the study was to descriptively examine the social interaction skills of children with visual impairments and sighted children via direct observations in classroom settings. The study sample included a total of 60 children, 20 children with severe visual impairments (SD: 1.22), 20 children with low vision (SD: 1.32), and 20 sighted children (SD: 1.19) aged 60 to 72 months. All participating children attended kindergarten or private special education centers located in the capital city of Turkey, Ankara. Data collection was conducted during natural one-on-one play interactions with children. Study data were analyzed by coding children's social interaction skills using four code categories, Initiating Social Interaction, Maintaining Social Interaction, Supported Social Interaction, and Non-Interaction. Study results showed that children with visual impairments displayed lower levels of initiating and maintaining social interaction skills than their sighted peers. The findings of the study also indicated that children's vision levels were significantly correlated with their social interaction skills. Study results were discussed, and suggestions for future research were provided.

Keywords

children with low vision, children with severe visual impairments, social interaction, play, blind children.

References

• Alimovic, S. (2013). Emotional and behavioural problems in children with visual impairment, intellectual and multiple disabilities. Journal of Intellectual Disability Research, 57(2), 153-160.
• Aronson, E., Wilson, T. D., & Akert, R. M. (2004). Social psychology: Media and research update. (4th ed.). (Chapter Four). New Jersey: Pearson Prentice Hall.
• Aslan, C., Özdemir, S., Demiryürek, P., & Çotuk, H. (2015). Görme yetersizliğinden etkilenen ve normal gelişim gösteren çocukların oyun çeşitlilik ve karmaşıklık düzeylerinin incelenmesi. International Journal of Early Childhood Special Education, 7(2), 212-237.
• Barraga, N. C., & Erin, J. N. (1992). Visual handicaps and learning. (3rd ed.). Texas: Pro-Ed.
• Buhrow, M. M., Hartshorne, T. S., & Bradley-Johnson, S. (1998). Parents’ and teachers’ ratings of the social skills of elementary-age students who are blind. Journal of Visual Impairment & Blindness, 92(7), 503-511.
• Celeste, M. (2006). Play behaviors and social interactions of a child who is blind: In theory and practice. Journal of Visual Impairment & Blindness, 100(2), 75-90.
• Celeste, M. (2007). Social skills intervention for a child who is blind. Journal of Visual Impairment & Blindness, 101(9), 521-533.
• Celeste, M., & Grum, D. K. (2010). Social integration of children with visual impairment: A developmental model. Elementary Education Online, 9(1), 11-22.
• Charman, T. (2006). Imitation and the development of language. In S. J. Rogers, & J. H. G. Williams (Eds.). Imitation and the social mind: Autism and typical development (pp. 96-117). New York: Guilford Press.
• Chen, D. (Ed.). (1999). Essential elements in early intervention: Visual impairment and multiple disabilities. (pp. 157-206). New York: AFB Press.
• Conti-Ramsden, G., & Perez-Pereira, M. (1999). Conversational interactions between mothers and their infants who are congenitally blind, have low vision, or are sighted. Journal of Visual Impairment & Blindness, 93(11), 691-703.
• Cowie, H. (2012). From birth to sixteen: Children's health, social, emotional and linguistic development. (Chapter Four). New York: Routledge.
• Crocker, A. D., & Orr, R. R. (1996). Social behaviors of children with visual impairments enrolled in preschool programs. Exceptional Children, 62(5), 451-462.
• Csóti, M. (2009). Developing children's social, emotional and behavioural skills. New York: Bloomsbury Publishing.
• Custrini, R. J., & Feldman, R. S. (1989). Children's social competence and nonverbal encoding and decoding of emotions. Journal of Clinical Child Psychology, 18(4), 336-342.
• D'Allura, T. (2002). Enhancing the social interaction skills of preschoolers with visual impairments. Journal of Visual Impairment & Blindness, 96(8), 576-584.
• Davies, D. (2012). Child development: A practitioner’s guide. (Chapter Nine). New York: Guilford Press.
• Demir, F. E., & Özdemir, S. (2016a). A comparison of social skills of students with visual impairments and typically developing students. IJAEDU-International E-Journal of Advances in Education, 2(4), 85-94.
• Demir, F. E., & Ozdemir, S. (2016b). A comparison of problem behaviors of students with visual impairments and typically developing students. IJAEDU-International E-Journal of Advances in Education, 2(4), 122-131.
• DiGennaro, F. D., Martens, B. K., & Kleinmann, A. E. (2007). A comparison of performance feedback procedures on teachers' treatment implementation integrity and students' inappropriate behavior in special education classrooms. Journal of Applied Behavior Analysis, 40(3), 447–461.
• Ely, M. S. (2014). Effective strategies for preschool peer group entry: Considered applications for children with visual impairments. Journal of Visual Impairment & Blindness, 108(4), 287-297.
• Erwin, E. J. (1993). Social participation of young children with visual impairments in specialized and integrated environments. Journal of Visual Impairment & Blindness, 87, 138-142.
• Erwin, E. J. (1994). Social competence in young children with visual impairments. Infants & Young Children, 6(3), 26-33.
• Glick, G. C., & Rose, A. J. (2011). Prospective associations between friendship adjustment and social strategies: Friendship as a context for building social skills. Developmental Psychology, 47(4), 1-16.
• Gottman, J., Gonso, J., & Rasmussen, B. (1975). Social interaction, social competence, and friendship in children. Child Development, 46(3), 709-718.
• Heyman, R. E., Lorber, M. F., Eddy, J. M., & West, T. V. (2014). Behavioral observation and coding. In H. T. Reis, & C. M. Judd (Eds.). Handbook of research methods in social and personality psychology (2nd ed.). New York: Cambridge University Press.
• Howard, V. F., Williams, B. F., & Lepper, C. (2005). Very young children with special needs: A formative approach for today’s children. (3rd ed.). (Chapter Five). New Jersey: Pearson Prentice Hall.
• İrtiş, A., & Özdemir, S. (2019). Görme yetersizliği olan ve olmayan çocuklarda anne-çocuk etkileşiminin karşılaştırılması. Eğitim ve Bilim, 44(200), 409-428.
• Jindal-Snape, D. (2005). Self-evaluation and recruitment of feedback for enhanced social interaction by a student with visual impairment. Journal of Visual Impairment & Blindness, 99(8), 486-498.
• Kazura, K. (2000). Fathers' qualitative and quantitative involvement: An investigation of attachment, play, and social interactions. The Journal of Men’s Studies, 9(1), 41-57.
• Kelly, S. M., & Smith, T. J. (2008). The digital social interactions of students with visual impairments: Findings from two national surveys. Journal of Visual Impairment & Blindness, 102(9), 528-539.
• Kostelnik, M. J., Gregory, K. M., Soderman, A. K., & Whiren, A. P. (2011). Guiding children’s social development and learning. (Chapter Seven). USA: Cengage Learning.
• Lieber, J., & Umansky, W. (2004). Social and emotional development. In S. R. Hooper, & W. Umansky (Eds.). Young children with special needs (pp. 410-446). New Jersey: Pearson Prentice Hall.
• Lifter, K., Ellis, J., Cannon, B., & Anderson, S. R. (2005). Developmental specificity in targeting and teaching play activities to children with pervasive developmental disorders. Journal of Early Intervention, 27(4), 247-267.
• Littleton, K., & Miell, D. (2005). Children’s interactions: Siblings and peers. In S. Ding, & K. Littleton (Eds.). Children’s personal and social development (pp. 93-124). London: Blackwell Publishing.
• Loots, G., Devisé, I., & Sermijn, J. (2003). The interaction between mothers and their visually impaired infants: An intersubjective developmental perspective. Journal of Visual Impairment & Blindness, 97(7), 403-417.
• McGaha, C. G., & Farran, D. C. (2001). Interactions in an inclusive classroom: The effects of visual status and setting. Journal of Visual Impairment & Blindness, 95(2), 80-94.
• Özdemir, S. (2015). Zihin Kuramı becerileri öğretiminin otizmli çocukların sosyal yeterlilikleri üzerine etkisi (Proje No. 112K276). TUBİTAK 1001, Uluslararası EU-COST Projesi.
• Özkubat, U., & Özdemir, S. (2012). Görme yetersizliğinden etkilenmiş ve normal gelişim gösteren çocukların sosyal becerilerinin karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 13(1), 1-14.
• Özkubat, U., & Özdemir, S. (2014). A comparison of social skills in Turkish children with visual impairments, children with intellectual impairments and typically developing children. International Journal of Inclusive Education, 18(5), 500-514.
• Pérez-Pereira, M., & Conti-Ramsden, G. (2001). The use of directives in verbal interactions between blind children and their mothers. Journal of Visual Impairment & Blindness, 95(3), 133-149.
• Philippot, P., & Feldman, R. S. (1990). Age and social competence in preschoolers' decoding of facial expression. British Journal of Social Psychology, 29(1), 43-54.
• Preisler, G., & Palmer, C. (1989). Thoughts from Sweden: The blind child at nursery school with sighted children. Child: Care, Health and Development, 15, 45-52.
• Pring, L., Dewart, H., & Brockbank, M. (1998). Social cognition in children with visual impairments. Journal of Visual Impairment & Blindness, 92(11), 754-768.
• Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationship and groups. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.). Handbook of child psychology: Social, emotional, and personality development (pp. 571-645). New Jersey: John Wiley & Sons.
• Sacks, S. Z., & Wolffe, K. E. (1998). Lifestyles of adolescents with visual impairments: An ethnographic analysis. Journal of Visual Impairment & Blindness, 92(1), 7-17.
• Sapp, W., & Hatlen, P. (2010). The expanded core curriculum: Where we have been, where we are going, and how we can get there. Journal of Visual Impairment & Blindness, 104(6), 338-348.
• Savaşır, I., Sezgin, N., & Erol, N. (1994). Ankara Gelişim Tarama Envanteri el kitabı. Ankara: Ankara Üniversitesi Tıp Fakültesi.
• Shah, M., Khan, M., Khan, M. T., Khan, M. Y., & Saeed, N. (2011). Causes of visual impairment in children with low vision. J Coll Physicians Surg Pak, 21(2), 88-92.
• Shin, M. (2012). The role of joint attention in social communication and play among infants. Journal of Early Childhood Research, 10(3), 309-317.
• Snow, C. W., & McGaha, C. G. (2003). Infant development. (3rd ed.). (Chapter Eleven). New Jersey: Prentice Hall.
• Şahin, R., & Özdemir, S. (2015). Okul öncesi dönem görme engelli çocukların oyun çeşitlilik ve karmaşıklık düzeyini artırmada genişletme tekniğinin etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 16(2), 101-120.
• Tröster, H., & Bambring, M. (1994). The play behavior and play materials of blind and sighted infants and preschoolers. Journal of Visual Impairment and Blindness, 88, 421-432.
• Tröster, H., & Brambring, M. (1992). Early social‐emotional development in blind infants. Child: Care, Health and Development, 18(4), 207-227.
• Tuncer, T. (2005). Görme yetersizliği olan çocuklar. A. Ataman (Ed.). Özel gereksinimli çocuklar ve özel eğitime giriş içinde (s. 291-309). Ankara: Gündüz Eğitim ve Yayıncılık.
• Wittmer, D. S., & Petersen, S. H. (2006). Infant and toddler development and responsive program planning: A relationship-based approach. (Chapter Six). New Jersey: Pearson Prentice Hall.
• Zanandrea, M. (1998). Play, social interaction, and motor development: Practical activities for preschoolers with visual impairments. Journal of Visual Impairment & Blindness, 92(3), 176-188.