APPROACHES USED IN READING AND WRITING TEACHING TO STUDENTS WITH INTELLECTUAL DISABILITIES

Yıl 2024, Cilt: 14 Sayı: 1, 153 - 168, 25.03.2024

Tansel Yazıcıoğlu , Özlem Altındağ Kumaş

https://doi.org/10.30783/nevsosbilen.1412994

Öz

In today's society, reading skills are necessary to access general education content, 21st-century technology, work, and most lifelong learning opportunities. Although this applies to everyone, acquiring literacy skills is especially important for individuals with intellectual disabilities. The literature recommends using evidence-based programs to teach literacy to students with intellectual disabilities. However, the results of the studies have shown that appropriate training programs are not provided to teachers in most schools. This situation causes reading and writing teaching to students with intellectual disabilities to be disconnected from its context and disorganized. Therefore, it is essential to know which approaches are effective in teaching reading and writing to students with intellectual disabilities. For this purpose, this article tries to draw a general framework about the approaches and methods of teaching reading and writing to students with intellectual disabilities based on the literature review. When the literature is examined, it is seen that two approaches are generally considered in teaching reading and writing to individuals with intellectual disabilities. These approaches are behavioral and social interactive approaches.

Anahtar Kelimeler

Intellectual Disability, Sight Word Instruction, Whole Language Approach, Reciprocal Teaching

ZİHİNSEL YETERSİZLİĞİ OLAN ÖĞRENCİLERE OKUMA YAZMA ÖĞRETİMİNDE KULLANILAN YAKLAŞIMLAR

Öz

Günümüz toplumunda, genel eğitim içeriğine, 21. yüzyıl teknolojisine, çalışma ve yaşam boyu öğrenme fırsatlarının çoğuna erişmek için okuma becerisi gereklidir. Bu herkes için geçerli olsa da okuma yazma becerilerinin kazanılması özellikle zihinsel yetersizliği olan bireyler için önemlidir. Alanyazında zihinsel yetersizliği olan öğrencilere okuma yazma öğretiminde kanıta dayalı yaklaşımların kullanılması gerektiği ifade edilmektedir. Bu nedenle de zihinsel yetersizliği olan öğrencilere okuma yazma öğretiminde hangi yaklaşımların etkili olduğunun bilinmesi önem arz etmektedir Yapılan araştırmalar okulların çoğunda öğretmenlere uygun eğitim programlarının sağlanamadığını göstermektedir. Bu durum zihinsel yetersizliği olan öğrencilere okuma yazma öğretiminin bağlamından kopuk ve dağınık olmasına yol açmaktadır. Bu amaçla bu makalede, alan yazın taramasına dayalı olarak zihinsel yetersizliği olan öğrencilere okuma-yazma öğretimi yaklaşım ve yöntemlerine ilişkin genel çerçeve çizilmeye çalışılmıştır. Alanyazın incelendiğinde zihinsel yetersizliği olan bireylere okuma yazma öğretiminde genellikle iki yaklaşımın dikkate alındığı görülmektedir. Bu yaklaşımlar davranışçı ve sosyal etkileşimci yaklaşımlardır.

Anahtar Kelimeler

Zihinsel yetersizlik, Görsel sözcük öğretimi, Tüm dil yaklaşımı, Karşılıklı öğretim

Kaynakça

• Abbeduto, L., Pavetto, M., Kesin, E., Weissman, M., Karadottir, S., O’Brien, A., & Cawthon, S. (2001). The linguistic and cognitive profile of down syndrome: Evidence from a comparison with Fragile X syndrome. Down Syndrome: Research and Practice, 7(1), 9-15. https://doi.org/10.3104/reports.109
• Afacan, K., Wilkerson, K. L., & Ruppar, A. L. (2018). Multicomponent reading intervention for students with intellectual disability. Remedial and Special Education, 39(4), 229-242. https://doi.org/10.1177/0741932517702444
• Afacan, K., Bal, A., & Çakır, H.İ. (2021). Zihin yetersizliği olan öğrenciler için okuma müdahaleleri: Kültürel-tarihsel bir inceleme. Turkish Journal of Special Education Research and Practice, 3(1), 47-71.https://doi.org/10.37233/TRSPED.2021.0112 Ahadianingsih, M. N. (2021). The use of straw string media to improve pre-writing skills for children with ıntellectual disability. JS, 2(21), 121-130.
• Ahlgrim-Delzell, L., & Rivera, C. (2015). A content comparison of literacy lessons from 2004 and 2010 for students with moderate and severe intellectual disability. Exceptionality, 23(4), 258-269.
• Alberto, P. A., Waugh, R. E., Fredrick, L. D., & Davis, D. H. (2013). Sight word literacy: A functional-based approach for ıdentification and comprehension of individual words and connected text. Education And Training In Autism And Developmental Disabilities, 48(3), 332-350.
• Alhaddad, A. S. (2014). Jordanian literacy education should the whole language be implemented? European Scientific Journal, 10(8), 409-420.
• Al Otaiba, S., & Hosp, M. (2004). Service learning: Training preservice teachers to provide effective literacy instruction to students with down syndrome. Teaching Exceptional Children, 36(4), 28–35.
• Alnahdi, G. H. (2015). Teaching reading for students with intellectual disabilities: A systematic review. International Education Studies, 8(9), 79-87. Doi: 10.5539/ies.v8np79.
• Allor, J. H., Mathes, P. G., Champlin, T., & Cheatham, J. P. (2009). Based techniques for teaching early reading skills to students with intellectual disabilities. Education and Training in Developmental Disabilities, 44(3), 356-366.
• Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Champlin, T. M. (2010). Comprehensive reading ınstruction for students with ıntellectual disabilities: findings from the first three years of a longitudinal study. Psychology in the Schools, 47(5), 445-466. doi:10.1002/pits.20482
• Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Otaiba, S. A. (2014). Is Scientifically Based Reading Instruction Effective for Students with below-average IQs? Exceptional Children, 80(3), 287-306.
• American Psychiatric Association (2017). DSM-5 Update: Supplement to the diagnostic and statistical manual of mental disorders. https://dsm.psychiatryonline.org/pbassets/dsm/update/DSM5Update2015.pd
• Bochner, S., Outhred, L. & Pieterse, M. (2001). A study of functional literacy skills in young adults with Down syndrome. International Journal of Disability, Development and Education, 48(1), 67-90.
• Browder, D., Ahlgrim-Delzell, L., Spooner, F., Mims, P. J., & Baker, J. N. (2009). Using time delay to teach literacy to students with severe developmental disabilities. Exceptional Children, 75(3), 343–364. https://doi.org/10.1177/001440290907 500305
• Browder, D. M., Wakeman, S. Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72(4), 392– 408.
• Browder, D., Ahlgrim-Delzell, L., Flowers, C., & Baker, J. (2012). An evaluation of a multicomponent early literacy program for students with severe developmental disabilities. Remedial and Special Education, 33(4), 237-246. Browder, D., Gibbs, S., Ahlgrim-Delzell, L., Courtade, G. R., Mraz, M., & Flowers, C. (2009). Literacy for students with severe developmental disabilities: What should we teach and what should we hope to achieve? Remedial and Special Education, 30(5), 269-282.
• Carney, R. N. & Levin, J. R. (2002). Pictorial illustrations still improve students' learning from text. Educational Psychology Review, 14(1), 5-26.
• Coleman, M. B., Cherry, R. A., Moore, T. C., Park, Y. & Cihak, D. F. (2015). Teaching sight words to elementary students with intellectual disability and autism: A comparison of teacher-directed versus computer-assisted simultaneous prompting. Intellectual and Developmental Disabilities, 53(3), 196-210. https://doi.org/10.1352/1934-9556-53.3.196
• Conners, F. A. (2003). Reading skills and cognitive abilities of individuals with mental retardation. In L. Abbeduto (Ed.), Language and communication in mental retardation (pp. 191-229). London: Academic Press. https://doi.org/10.1016/s0074-7750(03)27006-3
• Coyne, P., Pish, b., Dalton, B., Zeph, L.A., & Smith, N.C. (2012). Literacy by design: A universal design for learning approach for students with significant intellectual disabilities. Remedial and Special Education, 33(3), 162-172.
• De Graaff, S., Bosman, A., Hasselman, F., & Verhoeven, L. (2009). Benefits of systematic phonics instruction. Scientific Studies of Reading, 13(4), 318-333.
• Denton, C. A., & Al Otaiba, S. (2011). Teaching word identification to students with reading difficulties and disabilities. Focus On Exceptional Children, 43(7), 1-16.
• Dessemontet, R. S., Martinet, C., de Chambrier, A. F., Martini-Willemin, B. M., & Audrin, C. (2019). A meta-analysis on the effectiveness of phonics instruction for teaching decoding skills to students with intellectual disability. Educational Research Review, 26(4), 52-70.
• Dunlap, G., Kern, L., & Worcester, J. (2001). ABA and academic instruction. Focus on Autism and Other Developmental Disabilities, 16(2), 129–136.
• Düzkantar, A. (2017). 6-12 yaş çocuklarında okuma becerilerinin desteklenmesi. N. Akmanoğlu (Ed.), Gelişimsel yetersizliği olan bireylere yönelik 6-12 yaş öğrencilere kurumda akademik alanlarda destek içinde (s. 86-106). Eskişehir: Anadolu Üniversitesi Yayınları.
• Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167-188.
• Ehri, L., & McCormick, S. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading and Writing Quarterly, 14(2),135-163.
• Englert, C. S., Tarrant, K. L., Mariage, T. V., & Oxer, T. (1994). Lesson talk as the work of reading groups: The effectiveness of two interventions. Journal of Learning Disabilities, 27(3), 165-185.
• Eroğlu, M. A. (2010). Zihinsel engelli öğrencilerin eğitiminde kullanılan okuma–yazma yaklaşımları ve yöntemleri [Yüksek Lisans Tezi, Trakya Üniversitesi ]. Ulusal Tez Merkezi.
• Erickson, K. (2006). Literacy and persons with developmental disability: Why and how? Paper commissioned for the EFA Global Monitoring Report 2006, Literacy for Life, Paris: UNESCO
• Erickson, K., Hanser, G., Hatch, P., & Sanders, E (2009). Research-based practices for creating access to the general curriculum in reading and literacy for students with significant intellectual disabilities. Final report to the Council of Chief State School Officers, Assessing Special Education Students, State Collaborative on Assessment and Student Standards. Chapter Hill, NC: Center for Literacy and Disabilities Studies. http://www.ncksec.net/docs/notices/certified/ELA_AAS_CLDS_-Final.PDF
• Eun, B. (2017). The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories. Educational Philosophy and Theory, 51(1), 18-30. doi:10.1080/00131857.2017.1421941
• Forts, A.M. & Luckasson, R. (2011). Reading, writing, and friendship: Adult implications of effective literacy instruction for students with intellectual Disability. Research and Practice for Persons with Severe Disabilities, 36(3–4), 121-125.
• Gargiulo, R., & Bouck, E. (2017). Instructional strategies for students with mild, moderate, and severe intellectual disability. Los Angeles: Sage Publications.
• Goetz, K., Hulme, C., Brigstocke, S., Carroll, JM, Nasir, L. & Snowling, M. (2008). Training reading and phoneme awareness skills in children with down syndrome. Reading and Writing, 21(4), 395-412. https://doi.org/10.1007/s11145-007-9089-3
• Güldenoğlu, B. & Kargın, T. (2012). Karşılıklı öğretim tekniğinin hafif derecede zihinsel engelli öğrencilerin okuduğunu anlama becerileri üzerindeki etkililiğinin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 13(1) 17-34.
• Hick, R., Botting, N., & Conti-Ramsden, G. (2005). Cognitive abilities in children with specific language impairment: Consideration of visuo-spatial skills. International Journal of Language and Communication Disorders, 40(2), 137–149.
• Hoins, M. M. (2019). Least prompts approach for improving reading comprehension of students with ıntellectual disabilities. [Master thesis, The University of Nebraska] https://digitalcommons.unl.edu/cgi/viewcontent
• Holmes, J., Gathercole, S. E., Place, M., Dunning, D. L., Hilton, K. A., & Elliott, J. G. (2010). Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Applied Cognitive Psychology, 24(6), 827–836. https://doi.org/10.1002/acp.1589
• Hong, S., & Kemp, C. (2007). Teaching sight word recognition to preschoolers with delays using activity-based intervention and didactic ınstruction: a comparison study. Australasian Journal of Special Education, 31(2), 89-107. Jensen, R. (2018). Behaviorism. Salem press encyclopedia of health. EBSCO.
• Katims, D. S. (2000). Literacy instruction for people with mental retardation. Historical highlights and contemporary analysis. Education and Training in Mental Retardation and Developmental Disabilities, 35(1), 3-15.
• Kathleen, M. W., Knapp, S. L. & Bengtson, M. (2021). Teaching Foundational Reading Skills to Students with Intellectual Disabilities. TEACHING Exceptional Children, 53(6), 424-432.
• Kiani, R., & Miller, H. (2010). Sensory impairment and intellectual disability. Advances in Psychiatric Treatment, 16(3), 228–235. doi:10.1192/apt.bp.108.005736
• King, D. F., & Goodman, K. S. (1990) Whole language cherishing learners and their language. Language Speech and Hearing Services Schools, 21(4), 221-227.
• Kliewer, C. (1998). Citizenship in the literate community: An ethnography of children with down syndrome and the written word. Exceptional Children, 64(2), 167-180.
• Kliewer, C., Biklen, D., & Kasa-Hendrickson, C. (2006). Who may be literate? Disability and resistance to the cultural denial of competence. American Educational Research Journal, 43(2), 163–192.
• Koster, M., Pijl, S. J., Nakken, H., & Van Houten, E. (2010). Social participation of students with special needs in regular primary education in the Netherlands. International Journal of Disability. Development and Education, 57(1), 59-75.
• Le Fevre, D., Moore, D., & Wilkinson, I. (2003). Tape-assisted reciprocal teaching: cognitive bootstrapping for poor decoders. British Journal of Educational Psychology, 73(1), 37-58.
• Lake R. (2012). Vygotsky on education primer. Peter Lang.
• Lane, H. (2014). Evidence-based reading instruction for grades K-5 (Document No. IC-12). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/
• Laurice M. J., Sheila, A. M., & Nancy, N. (2016). Applying behavior analytic procedures to effectively teach literacy skills in the classroom. Psychology in the Schools, 53(1), 73-88.
• Lemons, C. J., Zigmond, N., Kloo, A. M., Hill, D. R., Mrachko, A. A., Paterra, M. F., Bost, T. J., & Davis, S. M. (2013). Performance of students with significant cognitive disabilities on early-grade curriculum-based measures of word and passage reading fluency. Exceptional Children, 79(4), 408-426. https://doi.org/10.1177/001440291307900402
• Lemons, C. J., Allor, J. H., Al Otaiba, S., & LeJeune, L. M. (2016). 10 research-based tips for enhancing literacy instruction for students with intellectual disability. Teaching Exceptional Children, 49(1), 18-30. https://doi.org/10.1177/0040059916662202
• Lemons, C. J., Allor, J. H., Al Otaiba, S., & LeJeune, L. M. (2018). 10 research-based tips for enhancing literacy instruction for students with intellectual disability. Teaching Exceptional Children, 50(4), 220-232. Lemons, C. J., Mrachko, A. A., Kostewicz, D. E., & Paterra, M. F. (2012). Effectiveness of decoding and phonological awareness interventions for children with down syndrome. Exceptional Children, 79(1), 67-90.
• Ling-Ying, & Huang. (2014). Learning to read with the whole language approach: the teacher’s view. English Language Teaching, 7(5), 71-77.
• Mayuni, I., & Akhadiah, S. (2016). Whole Language-Based English Reading Materials. International Journal of Applied Linguistics & English Literature, 5(3), 46-56.
• McLeod, S. A. (2014). Lev Vygotsky. Simply Psychology. www.simplypsychology.org/vygotsky.html
• McLeod, S. A. (2015). Cognitive approach in psychology. Simply Psychology. http://www.simplypsychology.org/cognitive.html
• Masek, L. R., McMillan, B. T., Paterson, S. J., Tamis-LeMonda, C. S., Golinkoff, R. M., & Hirsh-Pasek, K. (2021). Where language meets attention: How contingent interactions promote learning. Developmental Review, 60(4), 100961.
• Mesmer H. A. E., & Griffith P. L. (2005). Everybody’s selling it but just what is explicit, systematic phonics instruction? The Reading Teacher, 59(4), 366–376.
• Miller, P. (2011). Theories of developmental psychology (5th ed.). New York, NY: Worth Publishers.
• Milli Eğitim Bakanlığı (2018). Milli Eğitim İstatistikleri Örgün Eğitim 2021-2022. https://sgb.meb.gov.tr/meb_iys_dosyalar/2022_09/15142558_meb_istatistikleri_orgun_egitim_2021_2022.pdf.
• Milli Eğitim Bakanlığı (2018). Orta-Ağır Zihinsel Engeli ve Otizm Spektrum Bozukluğu Olan Öğrenciler İçin Okuma - Yazma Dersi Öğretim Programı I. Kademe (1, 2, 3 ve 4. Sınıf). https://orgm.meb.gov.tr/www/ozel-egitim-ile-ilgili-yayimlar/icerik/123
• Mirenda, P. (2003). "He's not really a reader ...": Perspectives on supporting literacy development in individuals with autism. Topics in Language Disorders, 23(4), 271-282.
• Norris, J. A., & Damico, J. S. (1990). Whole language in theory and practice implications for language intervention. Language, Speech and Hearing Services Schools, 21(4), 212-220.
• Nunley, K. F., & Evin Gencel, İ. (2019). Katmanlı program: İlkeler, planlama, uygulama ve değerlendirme. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 15(2), 349-362.
• Oladele, A. O.,& Oladele, I. O. (2016). Effectiveness of collaborative strategic reading and whole language approach on reading comprehension performance of children with learning disabilities ın oyo state nigeria adetoun. International Journal on Language, Literature and Culture in Education, 1(3), 1-24. https://doi.org/10.1515/llce-2016-0001
• Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
• Paul, R (2002). Language disorders assesment and intervention. Boston Allyn and Bacon.
• Polloway, E. A., Patton, J. R., Serna, L., & Bailey, J. W. (2013). Strategies for teaching learners with special needs (10th Ed.). Columbus, OH: Pearson.
• Ratz, C. & Lenhard, W. (2013).Reading skills among students with intellectual Disabilities. Research in Developmental Disabilities, 34(5), 1740-1748.
• Ricci, L. A., & Osipova, A. (2018). Positives, potential, and preparation: Pre-service special educators’ knowledge about teaching reading to children with down syndrome. Exceptionality Education International, 28(2), 20-32.
• Rogoff, B., & Mejía-Arauz, R. (2022). The key role of community in Learning by observing and pitching in to family and community endeavours. Journal for the Study of Education and Development, 45(3), 494-548.
• Savvyer, D. J. (1991) Whole language in context: Insights into the curient debate. Topics in Language Disorders, 11(3), 1-13.
• Shapiro, B. K., & Batshaw, M. L. (2011). Intellectual disability. In R. M. Kliegman, R. E. Behrman, H. B. Jenson, & B. F. Stanton (Eds.), Nelson textbook of pediatrics (pp. 216–222). Elsevier Saunders
• Şengül, H. (2008). Özel eğitim öğretmenlerinin zihin engelli çocuklara okuma-yazma öğretiminde kullandıkları yöntemlerin belirlenmesi. [Yüksek Lisans Tezi, Marmara Üniversitesi]. Ulusal Tez Merkezi.
• Şengül, H. & Akçin, N. (2010). Opinions of special education teachers about teaching reading and writing to mentally retarded children. Ankara University, Journal of Faculty of Educational Sciences, 43(2), 1-26.
• Sukmayasa, I. M. H., & Sudiana, I. N. (2023). The effect of the whole language approach on learning motivation and productive communication skills of students. Adv. Mobile Learn. Educ. Res., 1(3), 596-601. https://doi.org/10.25082/amler.2023.01.008
• Tarchi, C. & Pinto, G. (2016). Reciprocal teaching: Analyzing interactive dynamics in the coconstruction of a text’s meaning. The Journal of Educational Research, 109(5), 518-530.
• Tekin-İftar, E., & Kırcaali-İftar, G. (2004). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Nobel Yayınları.
• Trent, S. C., Artiles, A. J., & Englert, C. S. (1998). From deficit thinking to social contructivism: review of theory, research and practice in special education. Review of Research in Education, 23(1998), 277-307.
• Turan, F. & Ege, P. (2003). Dil sorunu olan çocuklar için bütüncül dil yaklaşımı. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 4(1) 31-43. Towles-Reeves, E., Kearns, J., Kleinert, H., & Kleinert, J. (2009). An analysis of the learning characteristics of students taking alternate assessments based on alternate achievement standards. The Journal of Special Education, 42(4), 241-254.
• Vicari, S., Costanzo, F., & Menghini, D. (2016). Memory and learning in intellectual disability. In R. M. Hodapp & D. J. Fidler (Eds.), International review of research in developmental disabilities (pp. 119–148). Elsevier.
• Wadihah, H., Fauzi, A. (2021). Using image media on reading text to ımprove reading comprehension of student with intellectual disabilities. JS, 1(21), 51-56. https://doi.org/10.17509/jassi.v21i1.39525
• Westling, D. L., & Fox, L. (2003). Teaching students with severe disabilities (3rd Edition). New Jersey: Prentice Hall.
• Whalon K. & Hart, J. E. (2011). Adapting an evidence-based reading comprehension strategy for learners with autism spectrum disorder. Intervention in School and Clinic, 46(4), 195-203. https://doi.org/10.1177/1053451210389036.
• Villaume, S., & Brabham, E. (2003). Phonics instruction: Beyond the debate. International Reading Association, 56(5), 478-482.
• Williams, A. L., McLeod, S., & McCauley, R. J. (2010). Interventions for speech sound disorders in children. Baltimore: Brookes Publishing Company.
• Yellin, D., Jones, M. B., & Devries, B. A. (2008). Integrating the language arts. Scottsdale, AZ: Holcomb Hathaway, Publishers, Inc.