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Use of BOX Strategies in the Education of Visually Impaired Individual with Severe and Multiple Disabilities: A Literature Review Study

Yıl 2023, Cilt: 4 Sayı: 1, 57 - 82, 28.04.2023

Öz

It is known that there is a strong relationship between learning and sensory organs. When individuals experience any sensory loss, different difficulties arise in their development and learning. However, when these individuals are given embodied opportunities that enable them to gain awareness at an early age, progress in their development and learning is observed. For this purpose, some strategies are suggested in the literature. In this study, which was carried out with a summative review, it was aimed to present systematic information on the box strategies recommended for the education of visually impaired individuals with severe and multiple disabilities and to reveal the effects of box strategies by examining the intervention studies conducted on the subject in terms of various variables. For this purpose, studies containing keywords from studies in various databases were scanned by researchers without any year limitation. As a result of the screenings, eight studies meeting the specified inclusion and exclusion criteria were included and compiled, and six different box strategies were introduced. According to the results of these studies, in which box strategies were used as a teaching tool, it was stated that there were improvements in various skills of the participants.

Kaynakça

  • Baker-Nobles, L., & Rutherford, A. (1995). Understanding cortical visual impairment in children. American Journal of Occupational Therapy, 49(9), 899-903.
  • Baur, M. (2018). Überlappungen von Autismus-Spektrum-Störung und Hörsehbehinderung/Taubblindheit. Schweizerische Zeitschrift für Heilpädagogik, Jg. 24, 9.
  • Bell, E. C., & Mino, N. M. (2013). Blind and visually impaired adult rehabilitation and employment survey: Final results. Journal of blindness Innovation and Research, 3(1), 10-5241.
  • Brady, L. E. (2019). Augmented Input and the Classroom Communication Environment for Learners with Deafblindness (Doctoral dissertation, Columbia University).
  • Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based practices for students with severe disabilities. CEEDAR Document NO. IC-3. CEEDAR Center.
  • Bruce, S., Randall, A., & Birge, B. (2008). Colby’s growth to language and literacy: The achievements of a child who is congenitally deafblind.. TEACHING Exceptional Children Plus, 5(2) Article 6. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol5/iss2/art6.
  • Conway, S. (Ed.)(2018). DB-Openhand. The magazine of Deafblind UK. Winter, 2018.
  • Correa-Torres, S. M. & Bowen, S. K. (2016). Recognizing the needs of families of children and youth who are deafblind. American Annals of the Deaf, 161(4), 454–461.
  • Cushman, C. (2004). Perkins activity guide and resource guide. Heydt, K., Allon, M., Edwards, S.,
  • Clark, M. J., Cushman, C. (Principal Authors). Watertown, MA: Perkins School for the Blind.
  • Çepni, S. (2010). Araştırma ve proje çalışmalarına giriş [Introduction to research and Project studies] (5. baskı). Celepler Matbaacılık.
  • Darst, S. (2014). Music as a motivator for communication for students with deafblindness (Doctoral dissertation).
  • Dunnett, J. (1997). Nielsen's Little Room: Its use with a young blind and physically disabled girl. Journal of Visual Impairment & Blindness, 91(2), 145-150.
  • Dunnett, J. (1999). Use of activity boxes with young children who are blind, deaf-blind, or have severe learning disabilities and visual impairments. Journal ofVisualImpairment & Blindness, 93, 225-232.
  • Einarsdottir, J. (2014). Play and literacy: A collaborative action research project in preschool. Scandinavian Journal of Educational Research, 58(1), 93-109.
  • Erickson, K. A., & Hatton, D. D. (2007a). Expanding our understanding of emergent literacy: Empirical support for a new framework. Journal of Visual Impairment & Blindness, 101, 261–277.
  • Erickson, K. A., & Hatton, D. D. (2007b). Literacy and visual impairment. Seminars in Speech and Language, 28, 58–68.
  • Gibbs, G. (2005) Improving the Quality of Student Learning (Bristol: Technical and Educational Services).
  • Groenveld, M., Jan, J. E., & Leader, P. (1990). Observations on the habilitation of children with cortical visual impairment. Journal of Visual Impairment & Blindness, 84(1), 11-15.
  • Hagood, L. (1994). Conversations without language: building quality interactions with children who are deaf-blind. Disponível< http://www. deafblind. com/archives, 1-13.
  • Hammar, K., Whitling, S., & Åhlander, V. L. (2020). “It was like discovering a whole new world” Experience of the video feedback method Marte Meo by parents of children with deafblindness.
  • Hendrickson, H. & McLinden, M. (1996) ’Using tactile symbols: A review of current issues’. Supplement in Eye Contact, 14, London: RNIB.
  • Hodges, L., Ellis, L., Douglas, G., Hewett, R., McLinden, Terlektsi, E., Wootten, A. M., Ware, J., Williams, L., (2019). A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with multi-sensory impairment. Cardiff: Welsh Government, GSR report number 51/2019. Available at: https://gov.wales/effectiveness-educational-interventions-support-childrenand-young-people-multi-sensory.
  • Howley, M., & Preece, D. (2003). Structured teaching for individuals with visual impairments. British Journal of Visual Impairment, 21(2), 78-83.
  • Hoyt, L. (1999). Revisit, reflect, retell. Portsmouth, NH: Heinemann Hrastovšek, J. (2013). Priprava otroka s slepoto na branje in pisanje (Doctoral dissertation, J. Hrastovšek).
  • Johnson, K., Griffin-Shirley, N., & Koenig, A. J. (2000). Active learning for children with visual impairments and additional disabilities. Journal of Visual Impairment & Blindness, 94(9), 584-594.
  • Lancioni, G. E., O'Reilly, M. F., Oliva, D., Bianchi, M., & Pirani, P. (2000). Promoting functional ambulation with people with blindness and multiple disabilities. Scandinavian Journal of Behaviour Therapy, 29(3-4), 148-151.
  • Luckner, J. L., Bruce, S. M., & Ferrell, K. A. (2016). A summary of the communication and literacy evidence-based practices for students who are deaf or hard of hearing, visually impaired, and deafblind. Communication Disorders Quarterly, 37(4), 225-241.
  • Maes, B., Nijs, S., Vandesande, S., Van Keer, I., Arthur‐Kelly, M., Dind, J., ... & Van der Putten, A. (2020). Looking back, looking forward: Methodological challenges and future directions in research on persons with profound intellectual and multiple disabilities. Journal of Applied Research in Intellectual Disabilities, 34(1), 250-262.
  • McComiskey, A. (2003). AlphaBoxes. RE: view, 35(1), 23.
  • McKenzie, A. R., & Davidson, R. (2007). The emergent literacy of preschool students who are deaf-blind: A case study. Journal of Visual Impairment & Blindness, 101(11), 720-725.
  • Morrison, V., & Wlodarczyk, L. (2009). Revisiting read‐aloud: Instructional strategies that encourage students' engagement with texts. The Reading Teacher, 63(2), 110-118.
  • Murphy, J. L., Hatton, D., & Erickson, K. A. (2008). Exploring the early literacy practices of teachers of infants, toddlers, and preschoolers with visual impairments. Journal of Visual Impairment & Blindness, 102, 133–146.
  • Nelson, C., & Bruce, S. M. (2019). Children who are deaf/hard of hearing with disabilities: Paths to language and literacy. Education Sciences, 9(2), 134.
  • Nielsen, L. (1988). Spatial relations in congenitally blind infants. Kalundborg, Denmark: Refsnoesskolen.
  • Nielsen, L. (1991). Spatial relations in congenitally blind infants: A study. Journal of Visual Impairment & Blindness, 85(1), 11-16.
  • Ockleford, A. (1993) Objects of Reference. London: RNIB.
  • Özel Eğitim Hizmetleri Yönetmeliği. (2018). Resmi Gazete. Sayı : 30471.
  • Pease, L. (2000) ’Creating a communicating environment’. In S. Aiken, M. Buultjens, C. Clark, J. Eyre & L. Pease (Eds) Teaching Children Who Are Deafblind: Contact, Communication and Learning. London: David Fulton.
  • Ryles, R. (1996). The impact of braille reading skills on employment, income, education, and reading habits. Journal of Visual Impairment & Blindness, 90(3), 219-226.
  • Schroeder, F. K. (1996). Perceptions of braille usage by legally blind adults. Journal of Visual Impairment & Blindness, 90(3), 210-218.
  • Sekewael, M. & Leni, W. J. M. (2015). Improving students’ vocabulary mastery by using word walls strategy and alphaboxes strategy to understand descriptive text. Indonesian EFL Journal, 1(2), 242-249 (SSA) Sarva Shiksha Abhiyan. Training Module on Deafblindness. Module on Training of Resource Teachers under SSA on Deafblindness.
  • Şafak, P., Demiryürek, P., & Yılmaz, H. C. (2018). Çok duyulu öykülerin ağır ve çoklu yetersizliği olan görmeyen öğrencilerin dinlediğini anlamalarına etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(1), 129-153. doi: 10.21565/ozelegitimdergisi.322391
  • Şafak., P., (2019). Ağır ve Çoklu Yetersizliği olan Öğrencilerin Eğitimleri ve Bağımsızlığa Ulaşmaları için Desteklenmesi. Vize akademik:Ankara.
  • Taylor, K., & Preece, D. (2010). Using aspects of the TEACCH structured teaching approach with students with multiple disabilities and visual impairment: Reflections on practice. British Journal of Visual Impairment, 28, 244–259.
  • Ten Brug, A., Putten, A. J. J., Penne, A., Maes, B., & Vlaskamp, C. (2015). Factors influencing attentiveness of people with profound intellectual and multiple disabilities to multi-sensory storytelling. Journal of Policy and Practice in Intellectual Disabilities, 12(3), 190-198.
  • Van Dijk, J., & Nelson, C. (1996). The latest research findings. California Deaf-Blind Services reSources, 8(1), 1-5.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Research methods in social sciences]. Seçkin Yayınları.
  • https://www.pathstoliteracy.org/strategies/alpha-boxes.
  • https://www.pathstoliteracy.org/resources/conversation-boxes.

Ağır ve Çoklu Yetersizliği Olan Görmeyen Bireylerin Eğitiminde Kutu Stratejilerinin Kullanımı: Literatür İnceleme Çalışması

Yıl 2023, Cilt: 4 Sayı: 1, 57 - 82, 28.04.2023

Öz

Öğrenme ve duyu organları arasında dikkati çeken, güçlü bir ilişki olduğu bilinmektedir. Bireyler herhangi bir duyu kaybı yaşaması sonucunda gelişim ve öğrenmelerinde farklı zorluklarla karşı karşıya kalmaktadırlar. Fakat bu bireylere erken yaşta farkındalık elde etmelerini sağlayan fırsatlar verildiğind, gelişim ve öğrenmelerinde ilerlemeler gözlenmektedir. Çeşitli fırsatlara ihtiyacı olan gruplardan birisi de ağır ve çoklu yetersizliği olan görmeyen bireylerdir. Görme yetersizliğine ek olarak herhangi bir yetersizliğe sahip bireyler için birden çok duyuya hitap eden somutlaştırılmış stratejiler kullanılmalıdır. Bu amaçla ağır ve çoklu yetersizliği olan görmeyen bireylerin gelişimlerine yönelik alan yazında stratejiler önerilmektedir. Özetleyici derleme ile gerçekleştirilen bu çalışmada da ağır ve çoklu yetersizliği olan görmeyen bireylerin eğitimleri için önerilen kutu stratejilerine yönelik sistematik bilgi sunmak ve konuya ilişkin yapılmış olan müdahale araştırmalarını çeşitli değişkenler açısından inceleyerek kutu stratejilerinin etkilerini ortaya koymak amaçlanmıştır. Bu amaçla herhangi bir yıl sınırlaması yapılmaksızın çeşitli veri tabanlarında yer alan çalışmalardan “box”, “box, strategy”, “box, visual impairment” veya “kutu, strateji”, “kutu, görme engelli” kelimelerini içeren çalışmalar araştırmacılar tarafından taranmıştır. Taramalar sonucu, belirlenen dahil etme ve dışlama kriterlerini karşılayan sekiz çalışma araştırmaya dahil edilip derlenmiş ve altı farklı kutu stratejisi tanıtılmıştır. Kutu stratejilerinin öğretim aracı olarak kullanıldığı bu çalışmaların sonuçlarına göre katılımcıların çeşitli becerilerinde gelişmeler olduğu ifade edilmiştir.

Kaynakça

  • Baker-Nobles, L., & Rutherford, A. (1995). Understanding cortical visual impairment in children. American Journal of Occupational Therapy, 49(9), 899-903.
  • Baur, M. (2018). Überlappungen von Autismus-Spektrum-Störung und Hörsehbehinderung/Taubblindheit. Schweizerische Zeitschrift für Heilpädagogik, Jg. 24, 9.
  • Bell, E. C., & Mino, N. M. (2013). Blind and visually impaired adult rehabilitation and employment survey: Final results. Journal of blindness Innovation and Research, 3(1), 10-5241.
  • Brady, L. E. (2019). Augmented Input and the Classroom Communication Environment for Learners with Deafblindness (Doctoral dissertation, Columbia University).
  • Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based practices for students with severe disabilities. CEEDAR Document NO. IC-3. CEEDAR Center.
  • Bruce, S., Randall, A., & Birge, B. (2008). Colby’s growth to language and literacy: The achievements of a child who is congenitally deafblind.. TEACHING Exceptional Children Plus, 5(2) Article 6. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol5/iss2/art6.
  • Conway, S. (Ed.)(2018). DB-Openhand. The magazine of Deafblind UK. Winter, 2018.
  • Correa-Torres, S. M. & Bowen, S. K. (2016). Recognizing the needs of families of children and youth who are deafblind. American Annals of the Deaf, 161(4), 454–461.
  • Cushman, C. (2004). Perkins activity guide and resource guide. Heydt, K., Allon, M., Edwards, S.,
  • Clark, M. J., Cushman, C. (Principal Authors). Watertown, MA: Perkins School for the Blind.
  • Çepni, S. (2010). Araştırma ve proje çalışmalarına giriş [Introduction to research and Project studies] (5. baskı). Celepler Matbaacılık.
  • Darst, S. (2014). Music as a motivator for communication for students with deafblindness (Doctoral dissertation).
  • Dunnett, J. (1997). Nielsen's Little Room: Its use with a young blind and physically disabled girl. Journal of Visual Impairment & Blindness, 91(2), 145-150.
  • Dunnett, J. (1999). Use of activity boxes with young children who are blind, deaf-blind, or have severe learning disabilities and visual impairments. Journal ofVisualImpairment & Blindness, 93, 225-232.
  • Einarsdottir, J. (2014). Play and literacy: A collaborative action research project in preschool. Scandinavian Journal of Educational Research, 58(1), 93-109.
  • Erickson, K. A., & Hatton, D. D. (2007a). Expanding our understanding of emergent literacy: Empirical support for a new framework. Journal of Visual Impairment & Blindness, 101, 261–277.
  • Erickson, K. A., & Hatton, D. D. (2007b). Literacy and visual impairment. Seminars in Speech and Language, 28, 58–68.
  • Gibbs, G. (2005) Improving the Quality of Student Learning (Bristol: Technical and Educational Services).
  • Groenveld, M., Jan, J. E., & Leader, P. (1990). Observations on the habilitation of children with cortical visual impairment. Journal of Visual Impairment & Blindness, 84(1), 11-15.
  • Hagood, L. (1994). Conversations without language: building quality interactions with children who are deaf-blind. Disponível< http://www. deafblind. com/archives, 1-13.
  • Hammar, K., Whitling, S., & Åhlander, V. L. (2020). “It was like discovering a whole new world” Experience of the video feedback method Marte Meo by parents of children with deafblindness.
  • Hendrickson, H. & McLinden, M. (1996) ’Using tactile symbols: A review of current issues’. Supplement in Eye Contact, 14, London: RNIB.
  • Hodges, L., Ellis, L., Douglas, G., Hewett, R., McLinden, Terlektsi, E., Wootten, A. M., Ware, J., Williams, L., (2019). A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with multi-sensory impairment. Cardiff: Welsh Government, GSR report number 51/2019. Available at: https://gov.wales/effectiveness-educational-interventions-support-childrenand-young-people-multi-sensory.
  • Howley, M., & Preece, D. (2003). Structured teaching for individuals with visual impairments. British Journal of Visual Impairment, 21(2), 78-83.
  • Hoyt, L. (1999). Revisit, reflect, retell. Portsmouth, NH: Heinemann Hrastovšek, J. (2013). Priprava otroka s slepoto na branje in pisanje (Doctoral dissertation, J. Hrastovšek).
  • Johnson, K., Griffin-Shirley, N., & Koenig, A. J. (2000). Active learning for children with visual impairments and additional disabilities. Journal of Visual Impairment & Blindness, 94(9), 584-594.
  • Lancioni, G. E., O'Reilly, M. F., Oliva, D., Bianchi, M., & Pirani, P. (2000). Promoting functional ambulation with people with blindness and multiple disabilities. Scandinavian Journal of Behaviour Therapy, 29(3-4), 148-151.
  • Luckner, J. L., Bruce, S. M., & Ferrell, K. A. (2016). A summary of the communication and literacy evidence-based practices for students who are deaf or hard of hearing, visually impaired, and deafblind. Communication Disorders Quarterly, 37(4), 225-241.
  • Maes, B., Nijs, S., Vandesande, S., Van Keer, I., Arthur‐Kelly, M., Dind, J., ... & Van der Putten, A. (2020). Looking back, looking forward: Methodological challenges and future directions in research on persons with profound intellectual and multiple disabilities. Journal of Applied Research in Intellectual Disabilities, 34(1), 250-262.
  • McComiskey, A. (2003). AlphaBoxes. RE: view, 35(1), 23.
  • McKenzie, A. R., & Davidson, R. (2007). The emergent literacy of preschool students who are deaf-blind: A case study. Journal of Visual Impairment & Blindness, 101(11), 720-725.
  • Morrison, V., & Wlodarczyk, L. (2009). Revisiting read‐aloud: Instructional strategies that encourage students' engagement with texts. The Reading Teacher, 63(2), 110-118.
  • Murphy, J. L., Hatton, D., & Erickson, K. A. (2008). Exploring the early literacy practices of teachers of infants, toddlers, and preschoolers with visual impairments. Journal of Visual Impairment & Blindness, 102, 133–146.
  • Nelson, C., & Bruce, S. M. (2019). Children who are deaf/hard of hearing with disabilities: Paths to language and literacy. Education Sciences, 9(2), 134.
  • Nielsen, L. (1988). Spatial relations in congenitally blind infants. Kalundborg, Denmark: Refsnoesskolen.
  • Nielsen, L. (1991). Spatial relations in congenitally blind infants: A study. Journal of Visual Impairment & Blindness, 85(1), 11-16.
  • Ockleford, A. (1993) Objects of Reference. London: RNIB.
  • Özel Eğitim Hizmetleri Yönetmeliği. (2018). Resmi Gazete. Sayı : 30471.
  • Pease, L. (2000) ’Creating a communicating environment’. In S. Aiken, M. Buultjens, C. Clark, J. Eyre & L. Pease (Eds) Teaching Children Who Are Deafblind: Contact, Communication and Learning. London: David Fulton.
  • Ryles, R. (1996). The impact of braille reading skills on employment, income, education, and reading habits. Journal of Visual Impairment & Blindness, 90(3), 219-226.
  • Schroeder, F. K. (1996). Perceptions of braille usage by legally blind adults. Journal of Visual Impairment & Blindness, 90(3), 210-218.
  • Sekewael, M. & Leni, W. J. M. (2015). Improving students’ vocabulary mastery by using word walls strategy and alphaboxes strategy to understand descriptive text. Indonesian EFL Journal, 1(2), 242-249 (SSA) Sarva Shiksha Abhiyan. Training Module on Deafblindness. Module on Training of Resource Teachers under SSA on Deafblindness.
  • Şafak, P., Demiryürek, P., & Yılmaz, H. C. (2018). Çok duyulu öykülerin ağır ve çoklu yetersizliği olan görmeyen öğrencilerin dinlediğini anlamalarına etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(1), 129-153. doi: 10.21565/ozelegitimdergisi.322391
  • Şafak., P., (2019). Ağır ve Çoklu Yetersizliği olan Öğrencilerin Eğitimleri ve Bağımsızlığa Ulaşmaları için Desteklenmesi. Vize akademik:Ankara.
  • Taylor, K., & Preece, D. (2010). Using aspects of the TEACCH structured teaching approach with students with multiple disabilities and visual impairment: Reflections on practice. British Journal of Visual Impairment, 28, 244–259.
  • Ten Brug, A., Putten, A. J. J., Penne, A., Maes, B., & Vlaskamp, C. (2015). Factors influencing attentiveness of people with profound intellectual and multiple disabilities to multi-sensory storytelling. Journal of Policy and Practice in Intellectual Disabilities, 12(3), 190-198.
  • Van Dijk, J., & Nelson, C. (1996). The latest research findings. California Deaf-Blind Services reSources, 8(1), 1-5.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Research methods in social sciences]. Seçkin Yayınları.
  • https://www.pathstoliteracy.org/strategies/alpha-boxes.
  • https://www.pathstoliteracy.org/resources/conversation-boxes.
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Özel Eğitim ve Engelli Eğitimi
Bölüm Derlemeler
Yazarlar

Hülya Torun Yeterge 0000-0002-0042-4386

Pinar Şafak 0000-0002-3386-9816

Yayımlanma Tarihi 28 Nisan 2023
Kabul Tarihi 10 Nisan 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 4 Sayı: 1

Kaynak Göster

APA Torun Yeterge, H., & Şafak, P. (2023). Ağır ve Çoklu Yetersizliği Olan Görmeyen Bireylerin Eğitiminde Kutu Stratejilerinin Kullanımı: Literatür İnceleme Çalışması. Eurasian Journal of Teacher Education, 4(1), 57-82.

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