Investigation of the Effect of Inclusive Play and Special Movement Education to Social Communication in Disadvantaged and Peer Children in Preschool (Erzurum Sample)

Sertaç Erciş,Levent Önal,Ahmet Şirinkan

doi:10.5296/jei.v7i3.19155

Abstract

The aim of this research is to investigate the effect of inclusive play and special movement education applied to disadvantaged and peer preschool children in Erzurum city center on their basic skills.22 students (10 disadvantaged children + 12 peer group children) consisting of disadvantaged children and peer children who were educated in special education and rehabilitation centers in the city center of Erzurum and participated voluntarily. Before the study, two seminars were given to the parents of the students, which determined the purpose and objective of the research. Students participated in a specially prepared game and movement training program for 45-60 minutes, 2 days a week during the summer period. Before starting the research, an interview and observation form consisting of 10 questions was prepared for the parents of the children and the results were recorded. At the end of the 2-month (8-week) period, interviews and observations were made with the parents of the children, and the last situation was recorded and compared with the previous situation.In the first parent interviews, the results of the research; it was observed that the children hesitated to participate in the study, they do not want to get close to other children, refrain from sharing game materials and avoid playing together and do not help. While they stated that they did not comply with the game discipline, they stated that at the end of the study program, their initial negative behavior developed completely in a positive way. In expert observations; it was observed that at the beginning, the children did not want to participate in the studies, did not listen to the volunteers, acted randomly, fought over the play materials used, and avoided playing together. While they observed that they behaved randomly, it was stated that the observations developed completely positively at the end of the research process.As a result, it was concluded that inclusive play and special movement training applied to disadvantaged preschool children and peers contributed positively to the social development of children.

Highlights

In the Special Education Regulation in Turkey, enacted in 2000, inclusive education is defined as “formal and private education of individuals in need of special education, together with their peers who do not have disabilities, by providing support education services; pre-school, primary education, secondary education, and non-formal education institutions are defined as special education practices based on their continuation” (Republic of Turkey Ministry of National Education, 2000)
22 students (10 disadvantaged children + 12 peer group children) consisting of disadvantaged children and peer children who were educated in special education and rehabilitation centers in the city center of Erzurum and participated voluntarily
A road map was determined by holding a meeting with our faculty members who deal with children with special needs at Atatürk University Faculty of Sports Sciences

Summary

Introduction

In the Special Education Regulation in Turkey, enacted in 2000, inclusive education is defined as “formal and private education of individuals in need of special education, together with their peers who do not have disabilities, by providing support education services; pre-school, primary education, secondary education, and non-formal education institutions are defined as special education practices based on their continuation” (Republic of Turkey Ministry of National Education, 2000). It is not enough to support inclusion practices only by laws In order for this application to be carried out fully and correctly, some factors must be taken into account. These factors include teachers, school personnel, parents, inclusive students, regular class students, physical arrangements and individualized education programs, school management and senior administrators. Especially children’s teachers have an important role in adapting children to each other and to the programs. This may play a role in the success of the inclusion study. Inclusion in the pre-school period, which is one of the most critical periods of life, is of great importance in terms of acquiring the basic communication skills necessary for facilitating the adaptation of the disabled child to society in the following years and accelerating their development (Gampel, Galtlieb, & Harrison, 1974; Metin, 1992)

Objectives

Methods

Discussion

Conclusion