GÖRME YETERSİZLİĞİ OLAN ÖĞRENCİLERİN ROTALARDA VE BİNA İÇİ/BİNA DIŞI DÜZENLEMELERDE BAĞIMSIZ HAREKET BECERİLERİNE YÖNELİK DÜZEYLERİNİN DEĞERLENDİRİLMESİ
Author :
Year-Number: 2021-28
Yayımlanma Tarihi: 2021-09-16 14:15:26.0
Language : Türkçe
Konu : Özel Eğitim
Abstract
Çalışmanın amacı, görme yetersizliği olan öğrencilerin rotalarda ve bina içi/bina dışı düzenlemelerde bağımsız hareket becerilerini gerçekleştirme düzeylerini belirlemektir. Bu amaç doğrultusunda, hazırlanan değerlendirme araçları kullanılmıştır. Türkiye’de bulunan tüm görme engelliler okullarında (n= 320) ve görme engelliler okullarına yakın bölgelerde kaynaştırmada öğrenim gören (n= 82) toplam 402 ilkokul ve ortaokul öğrencisinin (4+4) performans düzeyi belirlenmiştir. Araştırma sonucunda, görme yetersizliği olan öğrencilerin “rotalarda hedefe eşyalara/insanlara çarpmadan güvenli şekilde ulaşma” becerisini, ayrıca bina içi/bina dışı düzenlemelerde bağımsız hareket becerilerini gerçekleştirme yüzdelerinin oldukça düşük olduğu belirlenmiştir. Araştırma sonuçları görme yetersizliği olan öğrenciler için hayati derecede önemli olan yönelim ve bağımsız hareketin gerçekleştirilmesinde rotalarda hareket etme ve bina içi/bina dışı düzenlemelerde bağımsız hareket becerileriyle ilgili sistematik öğretim etkinliklerinin gerçekleştirilmesi gerektiğini ortaya koymuştur. Araştırmanın, yönelim ve bağımsız hareketle ilgili yapılacak diğer araştırmalara yol göstereceği düşünülmektedir.
Keywords
Abstract
The purpose of the study is to determine the performance levels of visually impaired students in terms of their mobility skills on routes and indoor/outdoor arrangements. In line with this purpose, the assessment tools prepared were used. The performance level of a total of 402 primary and secondary school students studying at all the schools for the visually impaired as well as at mainstreaming in the regions near the schools for the visually impaired in Turkey was determined. At the end of the research, it was observed that the percentage of visually impaired students in terms of performing the mobility skills on arrangements as well as the skill of “reaching the target safely without hitting the objects on the routes” was quite low. The research results suggest that systematic teaching activities need to be carried out in relation to the mobility skills on routes and indoor/outdoor arrangements, which are the prerequisites of performing orientation and mobility that are vitally important for visually impaired students. The research is thought to lead the other field research on orientation and mobility.
Keywords
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- Yalçın, G. & Altunay Arslantekin, B. (2019). Görme yetersizliği olan öğrenciler için ge- nişletilmiş çekirdek müfredat ve dinleme becerileri. Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(2), 298-323. Introduction Most sighted people use visual cues such as graphics, colored lights, road signs,
- 2000). One of the important elements that enable visually impaired individuals to live
- (Özyürek, 1995). Travelling independently requires a certain degree of efficient prob-
- lem-solving skills (Perla & O'Donnell, 2004). The person without mobility will have
- their targets safely by planning the routes (Rosen & Joffee, 1999). Since some of the
- tion (Havik, Steyvers, Velde, Pinkster & Kooijman, 2010). Although mobility is the pro-
- & Kinney, 1985), when these students move around, it is observed that their actions do
- senberg, 1987). Individuals need to be able to reach their targets safely, efficiently, and
- luded (Altunay, 2000). Visually impaired individuals have extensive mobility skills in terms of efficient
- Once (1997), it was found out that it was quite difficult to move around by implemen-
- (Kalia, Legge, Roy & Ogale, 2010; Lancioni, Singh, O'Reilly, Oliva & Bracalente, 1998;
- Lancioni, Singh, O'Reilly, Sigafoos, Campodonico & Oliva; 2008; Renshaw & Zimmer-
- man, 2008; Scott, Barlow, Guth, Bentzen, Cunningham & Long; 2011; Uslan, Malone &
- De I'Aune, 1983). In Turkey, there are two studies carried out on the route teaching. It
- Altunay (2000), was effective for the students to use their orientation skills and the pre-
- the study conducted by Çakmak (2011), it was seen that the teaching material of the
- Altunay Arslantekin & Ekinci (2014) to address the mobility education as well as the
- pus, shopping, etc.). In Turkey, in a study conducted by Altunay Arslantekin (2015), the performan
- lıç Çakmak, Akgün, Karadeniz, & Demirel, 2012; Fraenkel, Wallen, & Hyun, 2012). Participants and Setting The data of the research were collected from the visually impaired primary and
- Being familiar with the school environment 2. Naming the streets around the school. 13 3.2 389 96.8 3. Telling what the other buildings around the school are. Looking at the performance levels of the students in terms of the routes in Table 1, it is seen that the performance percentage of the students in terms of the steps related to the routes varies between 3.2% and 35.6%. It is observed that 35.6% of the students have performed the skill of “reaching the target safely without hitting the objects/people on the route”, which is vitally important for visually impaired individuals, and that this rate is quite low. It is seen that the level of those who can tell the street names and what there is around the school, which is important in terms of moving independently around the school, is quite low (almost none). The measurement tool includes articles regarding the mobility skills in indoor (escalator/elevator/revolving door) and outdoor arrangements (sidewalk/street). The ability of visually impaired students to use the indoor and outdoor arrangements safely depends on to what extent they have the skills that they need to use there. It is often observed that some visually impaired adults are unable to use the arrangements such as escalators, and seek help from others. The findings related to the performance levels of visually impaired students in terms of their mobility skills in indoor and outdoor arrangements are given in Table 2. Performance levels of students in terms of mobility skills in indoor/outdoor arrangements Using the indoor arrangements f % f % 1. Using the escalator with the help of a guide. 2. Using the escalator with the help of a cane. 3. Showing the cane technique to be used when getting on the elevator. 4. Showing which technique to use and from where to approach the revolving door with a cane. 5. Showing how and with which hand to find the revolving door. Using the outdoor arrangements (sidewalk and street in traffic) 6. Showing the tap-drag technique with a swing cane. 7. Showing how to use the cane when losing the sidewalk due to the obstacles on the way. 8. Showing the tap-slide technique with a swing cane. 9. Showing the three-point tap technique. 10. Showing what needs to be done to cross the street from the crosswalk. Looking at the performance percentages of the students in terms of using the indoor arrangements in Table 2, it is seen that the percentages of those who perform the lowest and highest levels of using these arrangements vary between 0.7% and 1.7%. Among the skills that will facilitate the safe movement of visually impaired individuals by themselves without being dependent on the others, it is observed that they perform the skill of using the revolving door at the lowest level and using the escalator with the help of a guide at the highest level. It is seen that the performance level of individuals in terms of using escalators with the help of a guide and a cane, and using revolving doors is quite low (almost none). Looking at the performance levels of the students in terms of the skills required to use the outdoor arrangements (sidewalks and streets in traffic), it is seen that the percentage of those who perform these skills is between 0.5% and 3.2%. It is observed that almost all of the visually impaired students are unable to perform the “tap-drag with a swing cane, use the cane when losing the sidewalk due to the obstacles on the way, or tap-slide with a swing cane techniques among the skills that facilitate their orientation and protect them from the dangers on the sidewalks and streets”. Conclusion and Discussion In order to integrate with the society and to maintain their lives easily without being dependent on the others, it is extremely important for visually impaired students to be able to have mobility. Before proceeding with the teaching process, students’ performance levels need to be evaluated (Gee et al., 1995). Efficient evaluation strategies help the teachers identify the position of each student along the process and guide them in providing appropriate individualized teaching (Perla & O'Donnell, 2004). According to the findings of the research, it is observed that the percentage of visually impaired students in terms of performing the mobility skills on indoor/outdoor arrangements as well as the skill of “reaching the target safely without hitting the objects/people on the routes” is quite low. In the study conducted by Altunay Arslantekin (2015), it was determined that the performance levels of 53 visually impaired (tactile) students, studying at two schools for the visually impaired in Ankara, in terms of mobility skills were very low. This study supports the findings of the research. In the study conducted by Ishmael (2015), it is pointed out that the skills such as walking in a straight line without diverging, being able to move from the current position to a desired position, or making proper and safe turns, which are important for mobility, cannot be performed comfortably by visually impaired children. At the end of the research, it was understood that the low performance levels of visually impaired students in terms of the routes and mobility skills would also affect their social skills and self-confidence. In the study by Idawati, Masitoh, and Bachri (2020), they pointed out that visually impaired children usually encountered problems in adapting to the environment, that their social skills were very low, and that they became dependent on their parents. The research suggested that there was a significant improvement in the students’ social skills and mobility as a result of the mobility activities. In the interviews conducted by Ishmael (2015), teachers frequently stated that orientation and mobility programs improved the students’ self-image and selfconfidence when engaging in any physical activity. Good orientation and mobility experiences can have a positive effect on the social skills or situations over time, and promote greater self-esteem in every sphere of life (Perla & O'Donnell, 2004). Studies on orientation and mobility emphasize the importance for visually impaired students to reach their targets safely, efficiently, and independently. The routes on which visually impaired children need to move around in the following years (going to educational environments, shopping, intracity and intercity trips, etc.) increase even more. Route teaching needs to be carried out, so that they can socialize without being dependent on the others, fulfill their needs, and in short, participate in social life. In the study conducted by Blades, Lippa, Golledge, Jacobson, and Kitchin (2002), it was found out that university students moved around on the routes more easily as they got more experienced in systematic practices (defining the route or making a model of the route, etc.) on the unfamiliar routes. It was determined that multi-sensory approach was important in the development of the orientation and mobility skills of visually impaired children. In order that children can have a safe, efficient, proper, and independent journey, their deficiencies in visual channel always need to be balanced with the information they acquire through auditory, tactile, olfactory, and kinesthetic senses (Ishmael, 2015). Similarly, in the study conducted by Lancioni et al. (1998), providing cues to people who had problems in reaching their targets made it easier for the participant to reach their targets. Visually impaired people use tactile and kinesthetic cues as reference points to determine their position in an environment and to gather information about the other objects in the environment (e.g. changes in the texture of the walking surface, sidewalk ramps, walls, traffic lights, potholes, etc.). These cues also serve as a warning against potential dangers, and help visually impaired individuals avoid bumping into the objects while walking (Koutsoklenis & Papadopoulos, 2014). Environmental features that can be perceived by the visually impaired passenger constitute an important aspect of route identification (Kulyukin, Nicholson, Ross, Marston & Gaunet, 2008). It is not sufficient to use only the stimuli (orientation skills) for visually impaired people to move around safely. Systematic teaching processes need to be included by analyzing the routes in a way to use the orientation skills and mobility skills together. One of these studies is the one carried out by Altunay (2000) on route teaching. In this study, it was determined that two visually impaired students could not reach their targets by moving around on the routes, and route teaching was carried out in which both orientation skills involving the senses (tactile, kinesthetic, auditory, etc.) and mobility skills were included. When the mobility skills are not used within the routes, there is a possibility that people may bump each other or have serious accidents. In the study, it was found out that they did not have the cane skills on the sidewalk. However, changes in the texture of the walking surface are usually perceived through canes and feet (Koutsoklenis & Papadopoulos, 2014). In a study conducted by Christy and Nirmalan (2006), visually impaired people stated that “the cane undesirably drew attention to their di- sability and they did not use the cane because they thought that they were labeled”. Apart from teaching students how to use their mobility skills when walking around inside and outside the school, practices also need to be carried out to change their attitudes towards these skills. In the study, it is observed that the students are unable to perform the “tap-drag orientation and protect them from the dangers on the sidewalks, streets, escalators, elevators, and revolving doors”. The main concerns when traveling without the help of a guide are the architectural arrangements such as stairs, sidewalks, and escalators, etc. (Harper & Green, 2000). With the technological developments, the tools (smart cane WeWalk, etc. in Turkey) that will notify the visually impaired people of the dangers and tell them about their direction are developed. Prototypes were developed by Montes, Chang, Carballeda, Mu oz, Garcia, Vejarano, and Saez (2018), and one of the tools is used by visually impaired people as well as the bus driver, and one of them is installed at the bus stop. Assistive technological tools for visually impaired people are not sufficient on their own to reach the targets; it is possible with the correct understanding of the travel task itself (Harper & Green, 2000). Although it was determined that assistive technologies (navigation, smart cane, etc.) were effective in reaching the target, people need to have orientation and mobility skills in order to move safely on the routes by using them. Route teaching will help visually impaired individuals reach their targets safely and be active and productive. The results of the study conducted by Lee, Chen, Sung, and Lu (2013) suggested that the use of car parking sensor-based obstacle detector together with a cane could improve the mobility performance. Therefore, it is emphasized that the obstacle detection device needs to be used together with a cane in order to get the best movement speed and body protection. Tactile maps can also have a significant impact on visually impaired people to interpret the routes and to reach their targets. Correct understanding of the tactile maps help children improve their O&M skills and performance. These are important requirements for the real-life spaces that children need in order to walk around different environments in their current and future lives when going to school, stores, workplaces, towns, and public buildings (Ishmael, 2015). A tactile mapping system was developed by Minatani, Watanabe, Yamaguchi, Watanabe, Akiyama, Miyagi, and Oouchi (2010). It is pointed out that tactile maps are useful for visually impaired people to have mobility. In a study carried out by Renshaw and Zimmerman (2008), they targeted preschool children.
- Bachri, 2020). There are not any family education programs to support the orientation
- lity Teachers [Level 5] for the Visually Impaired, 2013). It is thought that the research
- portant fields of the Extended Core Curriculum which was issued abroad (Islek, 2020;
- Yalcın & Altunay, 2019). Orientation and mobility programs support the acquisition of
- (Lahav, Schloerb & Sirinivasan, 2015). In order to minimize the limitation caused by
- visual impairment in Turkey, activity booklets were prepared by Arslantekin (2020) in
- addition to a three-stage mobility program (MNE, 2018). In order to implement this
