Assessing teachers’ and mothers’ expectancies for social skills of children with mental retardation
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Dosyalar
Tarih
2012
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada, özel eğitim okullarına ve özel sınıflara devam eden zihin engelli öğrencilerin öğretmenlerinin ve annelerinin sosyal beceri beklentilerinin belirlenmesi amaçlanmaktadır. Araştırmanın çalışma grubu, Ankara, Bolu, İstanbul ve Bursa illerindeki özel eğitim okullarında ve özel sınıflarda görev yapan 277 öğretmenden ve bu öğretmenlerin sınıflarındaki 562 zihin engelli çocuğun annesinden oluşmuştur. Öğretmenlerin ve annelerin sosyal becerilere ilişkin beklentilerini belirlemek amacıyla Gresham ve Elliott (1990) tarafından geliştirilen Sosyal Beceri Dereceleme Sistemi Öğretmen Formu ile Ebeveyn Formunun- Sosyal Beceri Alt Ölçeğinin önem boyutu kullanılmıştır. Ölçekteki her maddeye 0, 1 ve 2 puan veren öğretmenlerin ve annelerin yüzdeleri hesaplanmış, böylece öğretmenlerin ve annelerin çoğunun, “önemli değil”, “önemli” ya da “çok önemli” olarak işaretlediği sosyal becerilerin belirlenmesi amaçlanmıştır. Ayrıca Öğretmen ve Ebeveyn Formlarında önemli görülen maddelerin önem sırası ise ağırlıklı toplam dikkate alınarak belirlenmiştir. Analiz sonucunda öğretmenlerin ve annelerin hiçbir beceriyi zihin engelli öğrencilerin okul başarısı için çok önemli görmediği, ancak her iki grubun da ölçekteki tüm becerileri önemli buldukları belirlenmiştir. Ayrıca annelerin beklentilerinin öğretmenlerin beklentilerine kıyasla daha az olduğu görülmüştür.
This study aims to examine special education teachers’ and parents’ social skills expectations of students with mental retardation who are attending Turkish special education schools and special classrooms. The participants of the research were 277 special education teachers and 562 mothers. In order to determine teachers’ and mothers’ expectations for the students with mental retardation, the importance dimension of the teacher and parent version of the Social Skills Rating System-Social Skills Scale developed by Gresham and Elliott (1990), was used. The percentage of the teachers who scored each item as “not important”, “important” and “critical” for success by the teachers and the mothers were identified. Also, the order of importance of items that are considered as important was determined by taking into account the weighted total. The results of the analyses indicated the fact that most of the teachers and mothers thought that none of the social skills were critical for the academic success of the students with mental retardation. However, they considered all skills in both forms as important. In addition, it was found that the teachers’ social skills expectations for their students with mental retardation are significantly higher than their mothers’.
This study aims to examine special education teachers’ and parents’ social skills expectations of students with mental retardation who are attending Turkish special education schools and special classrooms. The participants of the research were 277 special education teachers and 562 mothers. In order to determine teachers’ and mothers’ expectations for the students with mental retardation, the importance dimension of the teacher and parent version of the Social Skills Rating System-Social Skills Scale developed by Gresham and Elliott (1990), was used. The percentage of the teachers who scored each item as “not important”, “important” and “critical” for success by the teachers and the mothers were identified. Also, the order of importance of items that are considered as important was determined by taking into account the weighted total. The results of the analyses indicated the fact that most of the teachers and mothers thought that none of the social skills were critical for the academic success of the students with mental retardation. However, they considered all skills in both forms as important. In addition, it was found that the teachers’ social skills expectations for their students with mental retardation are significantly higher than their mothers’.
Açıklama
Anahtar Kelimeler
Social Skills, Teacher Expectations, Parent Expectations, Students With Mental Retardation, Sosyal Beceri, Öğretmen Beklentileri, Anne Beklentileri, Zihin Engelli Öğrenciler
Kaynak
İlköğretim Online (elektronik)
WoS Q Değeri
Scopus Q Değeri
Cilt
11
Sayı
2
