PARENTS’ VIEWS ABOUT THE EXPERIENCES OF STUDENTS WITH INTELLECTUAL DISABILITY DURING THE COVID-19 PERIOD

Year 2022, Volume: 12 Issue: 1, 335 - 350, 26.01.2022

Mustafa Ceylan , Kemal Afacan , Merve Görmez

https://doi.org/10.24315/tred.903021

Cited By: 3

Abstract

The Covid-19 virus has become a pandemic spreading all over the world and has negatively affected the lives of millions of people. This virus has adversely affected many aspects of social life. The aim of this study was to examine the experiences of students with intellectual disability during the Covid 19 period according to the views of their parents. Within the scope of the study, changes in the daily routines, educational experiences, problem behaviors, family interactions, academic skills, support, health conditions of students with intellectual disability and their suggestions in this process were included. A total of 12 parents, including six mothers, five fathers and one older sister, participated in this study. A qualitative descriptive research method involving interviews with parents was used in this study. The data were generated via the semi-structured interview technique and the content analysis method. The findings obtained were discussed in line with the literature and suggestions were made.

Keywords

Covid- 19, intellectual disability, distance education, online education

COVİD-19 DÖNEMİNDE ZİHİN YETERSİZLİĞİ OLAN ÖĞRENCİLERİN DENEYİMLERİ HAKKINDA AİLELERİN GÖRÜŞLERİ

Abstract

Covid-19 virüsü tüm dünyada yayılan bir pandemi haline gelmiş ve milyonlarca insanın hayatını olumsuz yönde etkilemiştir. Bu çalışmanın amacı: zihin yetersizliği olan öğrencilerin Covid-19 sürecindeki yaşantılarının ebeveynlerin görüşlerine göre incelenmesidir. Çalışma kapsamında zihin yetersizliği olan öğrencilerin günlük rutinlerinde, eğitim yaşantılarında, problem davranışlarında, aile içi etkileşimlerinde, akademik becerilerinde, sunulan destekte, sağlık durumlarında oluşan değişimlere ve bu süreçteki önerilere yer verilmiştir. Nitel araştırma desenlerinden betimsel yöntemin kullanıldığı bu çalışmaya altısı anne, beşi baba ve bir kardeş olmak üzere toplam 12 ebeveyn gönüllülük esasına bağlı olarak katılmıştır. Yarı yapılandırılmış görüşme tekniği ile üretilen veriler içerik analizi yöntemi ile analiz edilmiştir. Elde edilen bulgular alanyazın doğrultusunda tartışılmış ve önerilerde bulunulmuştur.

Keywords

Covid- 19, Zihin yetersizliği, Uzaktan Eğitim, Online Eğitim

References

• Armutçu-Arslan, O. (2008). Zihinsel yetersizlikten etkilenmiş öğrencilere word belgesi üzerine yazı yazma becerisinin kazandırılmasında eşzamanlı ipucu işlem süreci ile yapılan öğretimin etkililiği. Yayınlanmamış yüksek lisans tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), 1-9.
• Başoğlu, E. D. (2009). Zihinsel engelli öğrenciler için bir eğitim yazılımının geliştirilmesi, uygulanması ve değerlendirilmesi. Yayınlanmamış yüksek lisans tezi. Sakarya Üniversitesi Sosyal Bilimler Enstitüsü, Sakarya.
• Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(3), 112-142.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2014). Bilimsel araştırmanın temelleri (9. Baskı). Ankara: Pegem Akademi.
• Chen, N. S. & Wang Y. P. (2008). Testing principles of language learning in a cyber face -to -face environment. Educational Technology & Society, 11(3), 97 -113.
• Çiftçi, E. (2009). İşitme engelli öğrenciler için hazırlanan bilgisayar destekli yazılı anlatım becerisi geliştirme materyalinin tasarımı, uygulanması ve değerlendirilmesi. Yayınlanmamış yüksek lisans tezi. Karadeniz Üniversitesi Fen Bilimleri Enstitüsü, Trabzon.
• Çölgeçen, Y. & Çölgeçen, H. (2020). Covid-19 pandemisine bağlı yaşanan kaygı düzeylerinin değerlendirilmesi: Türkiye örneği. Electronic Turkish Studies, 15(4), 261-275.
• Çığlık, H. & Bayrak, M. (2015). Uzaktan öğrenme ve yapısalcı yaklaşım. IJODE, 1(1), 87-102.
• De Cauwer, H. & Spaepen, A. (2020). Are patients with Down syndrome vulnerable to life threatening COVID-19? Acta Neurologica Belgica, 1-3.
• DeLambo, D., Chung, W. & Huang, W. (2011). Stress and age: a comparison of Asian American and Non-Asian American parents of children with developmental disabilities. Journal of Developmental and Physical Disabilities, 23, 129–141.
• De Winter, C. F., Bastiaanse, L. P., Hilgenkamp, T. I. M., Evenhuis, H. M. & Echteld, M. A. (2012). Overweight and obesity in older people with intellectual disability. Research in Developmental Disabilities, 33(2), 398-405.
• d’Orville, H. (2020). COVID-19 causes unprecedented educational disruption: Is there a road towards a new normal? Prospects, 49, 11-15.
• Dursun, O. B., Turan, B., Gülsen, M., Karayağmurlu, A., Mustan, A. T., Kutlu, A., Arman, A. R., Gökcen, C., Dooru, H., Esin, I. S.,
• Kaya, I., Coskun, M., Soylu, N., Erbilgin, S. & Tanır, Y. (2020). Caring for the most vulnerable: A model for managing maladaptive behavior in children with mental special needs during the covid-19 pandemic. Telemedicine and e-Health, 1-6.
• Embregts, P. J., Tournier, T. & Frielink, N. (2021). Experiences and needs of direct support staff working with people with intellectual disabilities during the COVID‐19 pandemic: A thematic analysis. Journal of Applied Research in Intellectual Disabilities, 34(2), 480-490.
• Embregts, P. J., van den Bogaard, K. J., Frielink, N., Voermans, M. A., Thalen, M. & Jahoda, A. (2020). A thematic analysis into the experiences of people with a mild intellectual disability during the COVID-19 lockdown period. International Journal of Developmental Disabilities, 1-5.
• Engelbrecht, E. (2005). Adapting to changing expectations: Post-graduate students’ experience of an e-learning tax program. Computers ve Education, 45, 217–229.
• Flygare Wallén, E., Ljunggren, G., Carlsson, A. C., Pettersson, D. & Wändell, P. (2018). High prevalence of diabetes mellitus, hypertension and obesity among persons with a recorded diagnosis of intellectual disability or autism spectrum disorder. Journal of Intellectual Disability Research, 62(4), 269-280.
• Gargiulo, R. M. & Bouck, E. C. (2018). Etiology of intellectual disability and characteristics of students with intellectual disability. In R. M. Gargiulo, & E. C. Bouck (Eds.), Instructional strategies for students with mild, moderate, and severe intellectual disability (pp. 29-48). Thousand Oaks, California: Sage Publications Inc.
• Gregory, M. S. J. & Lodge, J. M. (2015). Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher education. Distance Education, 36(2), 210-230.
• Gümüşgül, O. & Aydoğan, R. (2020). Yeni tip koronavirüs-covid 19 kaynaklı evde geçirilen boş zamanların ev içi rekreatif oyunlar ile değerlendirilmesi. Spor Eğitim Dergisi, 4(1), 107--114.
• Hodges, C., Moore, S., Lockee, B., Trust, T. & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergencyremote-teaching-and-online-learning
• Hsieh, K., Rimmer, J. H., & Heller, T. (2014). Obesity and associated factors in adults with intellectual disability. Journal of Intellectual Disability Research, 58(9), 851-863.
• Jeste, S., Hyde, C., Distefano, C., Halladay, A., Ray, S., Porath, M., Wilson R. B. & Thurm, A. (2020). Changes in access to educational and healthcare services for individuals with intellectual and developmental disabilities during COVID‐19 restrictions. Journal of Intellectual Disability Research, 64(11), 825-833.
• Jung, I., Wong, T. M., Li, C., Baigaltugs, S. & Belawati, T. (2011). Quality assurance in Asian distance education: Diverse approaches and common culture. International Review of Research in Open and Distributed Learning, 12(6), 63-83.
• Kaner, S. (2009). Aile katılımı ve işbirliği. B. Sucuoğlu (ed.), Zihin engelliler ve eğitimleri (ss. 352-405) İçinde. Ankara: Kök Yayıncılık.
• Karabay, M. E., Şener, İ. & Doyduk, H. B. Covıd-19 pandemisi kısıtlamaları sırasında orta öğretim öğrencilerinin sanal öğrenme başarı ve memnuniyetlerini etkileyen öncüllerin araştırılması. Milli Eğitim Dergisi, 49(1), 801-829.
• Kaynar, H., Kurnaz, A., Doğrukök, B. & Barışık, C. Ş. (2020). Ortaokul Öğrencilerinin Uzaktan Eğitime İlişkin Görüşleri. Electronic Turkish Studies, 15(7), 3270-3292.
• Landes, S. D., Turk, M. A., Formica, M. K., McDonald, K. E. & Stevens, J. D. (2020). COVID-19 outcomes among people with intellectual and developmental disability living in residential group homes in New York State. Disability and Health Journal, 13(4), 1-5.
• Landes, S. D., Turk, M. A. & Wong, A. W. (2020). COVID-19 outcomes among people with intellectual and developmental disability in California: The importance of type of residence and skilled nursing care needs. Disability and Health Journal, 1-5.
• Lee, S. A. (2020). Coronavirus Anxiety Scale: A brief mental health screener for covid-19 related anxiety. Death Studies, 44(7), 393-401.
• Mart, M. & Kesicioğlu, O. S. (2020). COVID-19 Pandemi Sürecinde Ailelerin Evde Oyun Oynamaya İlişkin Görüşleri. Electronic Turkish Studies, 15(4), 945-958.
• McVilly, K., McGillivray, J., Curtis, A., Lehmann, J., Morrish, L. & Speight, J. (2014). Diabetes in people with an intellectual disability: a systematic review of prevalence, incidence and impact. Diabetic Medicine, 31(8), 897-904.
• Mills, W. R., Sender, S., Lichtefeld, J., Romano, N., Reynolds, K., Price, M., Phipps, L. W., Howard, S., Poltavsld, D. & Barnes, R. (2020). Supporting individuals with intellectual and developmental disability during the first 100 days of the COVID‐19 outbreak in the USA. Journal of Intellectual Disability Research, 64(7), 489-496.
• Moore, M. G. & Kearsley, G. (2012). Distance education: A systems view of online learning. Cengage Learning.
• Niemi, H. M. & Kousa, P., (2020). “A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic”, International Journal of Technology in Education and Science (IJTES), 4(4), ss. 352-369.
• OECD (2020). Tourism Policy Responses. Erişim: https://read.oecd-ilibrary.org/view/?- ref=124_124984-7uf8nm95se&title=Covid-9_Tourism_Policy_Responses. (Erişim Tarihi: 10/01/2021).
• OECD, (2020a). Education responses to covid-19: Embracing digital learning and online collaboration. Erişim: http://www.oecd.org/coronavirus/policy-responses/education-responses-tocovid- 19-embracing-digital-learning-and-online-collaboration-d75eb0e8/. (Erişim Tarihi: 10/01/2021).
• Özdemir, Ö. & Pala, A. (2020). Çocuklarda Covid-19 enfeksiyonunun tanısı, tedavisi ve korunma yolları. Journal of Biotechnology and Strategic Health Research, 1,14-21.
• Özer, M. (2020a). Türkiye’de COVID-19 salgını sürecinde Milli Eğitim Bakanlığı tarafından atılan politika adımları. Kastamonu Education Journal, 28(3), 1124 - 1129.
• Peltenburg, M., Van Den Heuvel‐Panhuizen, M. & Robitzsch, A. (2010). ICT‐based dynamic assessment to reveal special education students’ potential in mathematics. Research Papers in Education, 25(3), 319-334.
• Perc, M., Gorišek Miksić, N., Slavinec, M., & Stožer, A. (2020). Forecasting covid-19. Frontiers in Physics, 8, 127.
• Perera, B., Laugharne, R., Henley, W., Zabel, A., Lamb, K., Branford, D., Coutanay, K., Alexander, R., Purandare, K., Wijeratne, A., Radhakrishnan, V., McNamara, E., Daureewoo, Y., Sawhney, I., Scheepers, M., Taylor, G. & Shankar, R. (2020). COVID-19 deaths in people with intellectual disability in the UK and Ireland: descriptive study. BJPsych open, 6(6), 1-6.
• Prem, K., Liu, Y., Russell, T. W., Kucharski, A. J., Eggo, R. M. & Davies, N. (2020). The effect of control strategies to reduce social mixing on outcomes of the COVID-19 epidemic in Wuhan, China: a modelling study. The Lancet Public Health, 5(5), E261-E270.
• Putnick, D.L., Bornstein, M.H., Hendricks, C., Painter, M., Suwalsky, J.T.D. & Collins, W.A. (2010). Stability, continuity, and similarity of parenting stress in european american mothers and fathers across their child’s transition to adolescence. Parenting: Science and Practice, 10, 60–77.
• Reyad, O. (2020). Novel Coronavirüs Covıd-19 Strike on Arab Countries and Territories: A Situation Report I. Erişim: https://arxiv.org/pdf/2003.09501.pdf. (Erişim Tarihi: 05/01/2021).
• Rızana, A. F., Hediyanto, U.Y.K. S., Ramadhan, F. & Kurniawati, A. (2020). E-learning success determinants in higher education: A systematic literature review from users’ perspective. In IOP Conference Series: Materials Science and Engineering, 830(3), 1-6.
• Richman, D., Belmont, J. M., Kim, M., Slavin, C.B. & Hayner, A. K (2009). Parenting stress in families of children with cornelia de lange syndrome and down syndrome. Journal of Developmental and Physical Disabilities, 21, 537–553.
• Roopnarine, J. L. (2012). What is the state of play? International Journal of Play, 1(3), 228–230.
• Safsouf, Y., Mansourı, K. & Poırıer, F. (2020). Smart learning environment measure online student satisfaction: a case study in the context of higher education in Morocco. In 2020 International Conference on Electrical and Information Technologies (ICEIT), 1-5.
• Schuengel, C., Tummers, J., Embregts, P. J. C. M. & Leusink, G. L. (2020). Impact of the initial response to COVID‐19 on long‐term care for people with intellectual disability: an interrupted time series analysis of incident reports. Journal of Intellectual Disability Research, 64(11), 817-824.
• Schulte, A. C., Stevens, J. J., Elliott, S. N., Tindal, G. & Nese, J. F. (2016). Achievement gaps for students with disabilities: Stable, widening, or narrowing on a state-wide reading comprehension test? Journal of Educational Psychology, 108, 925-942.
• Sinem, Ö. & Baş, Ö. (2020). Okuma Güçlüğü Olan İlkokul Öğrencilerinin Covid-19 Sürecinde Uzaktan Eğitim Deneyimleri. Electronic Turkish Studies, 15(4).
• Taylor, S. (2019). The psychology of pandemics: Preparing for the next global outbreak of infectious disease (10nd). Newcastle upon Tyne: Cambridge Scholars Publishing.
• T.C. Milli Eğitim Bakanlığı. (2021, Mart 19). Ana sayfa/Haberler. Erişim: https://www.meb.gov.tr/eba-12-milyar-tiklanma-sayisiyla-kendi-rekorunu guncelledi/haber/20862/tr. (Erişim Tarihi: 21/12/2020).
• T.C. Sağlık Bakanlığı. (2021, Mart 19). Covid-19 bilgilendirme platformu. Erişim: https://covid19.saglik.gov.tr/TR-66300/covid-19-nedir-.html. (Erişim Tarihi: 21/12/2020).
• Wei, X., Blackorby, J. & Schiller, E. (2011). Growth in reading achievement of students with disabilities, ages 7 to 17. Exceptional Children, 78, 89-106.
• Willner, P., Rose, J., Kroese, B. S., Murphy, G. H., Langdon, P. E., Clifford, C., Hutchings, H., Watkins, A., Hiles, S. & Cooper, V. (2020). Effect of the COVID‐19 pandemic on the mental health of carers of people with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 33(6), 1523-1533.
• World Health Organization. (2021, Mart 19). Disability considerations during the Covid-19 outbreak. Erişim: https://www.who.int/publications/i/item/WHO-2019-nCoV-Disability-2020-1. (Erişim Tarihi: 06/12/2020).
• Xiang, Y. T., Yang, Y., Li, W., Zhang, L., Zhang, Q., Cheung, T. & Ng, C. H. (2020). Timely mental health care for the 2019 novel coronavirus outbreak is urgently needed. The Lancet Psychiatry, 7(3), 228-229.
• Zaagsma, M., Volkers, K. M., Swart, E. A. K., Schippers, A. P. & Van Hove, G. (2020). The use of online support by people with intellectual disabilities living independently during COVID‐19. Journal of Intellectual Disability Research, 64(10), 750-756.