Abstract
In this research, it is aimed to examine the effects of Montessori education on the mentally retarded individuals in the special education who have had Montessori education and who have not had it.24 trainable mentally disabled male students who had and did not have Montessori education in a private school in Kayseri participated in the study. The students were between the ages of 20-22. 12 voluntary participants constituted the experimental group who had Montessori education. The control group included 12 voluntary mentally disabled individuals. While the control group had a routine training for 8 weeks, the experimental group had Montessori education program for 8 weeks. In addition, mothers of the students in the experimental group were included in the training program. The mentally disabled individuals had movement and visual perception skills tests.When the results of the movement perception skills in the experimental and control groups were reviewed, no significant differences were found in the movement skill variables according to the values (p>0.05). While the pretest posttest values in the mentally retarded individuals in the experimental group revealed significant difference (p<0,05), no difference occurred only in the left foot balance test (p>0,05). All pretest posttest values depending on the movement revealed significant difference in the control group (p<0,05).As a result, when the effect of the Montessori program on the movement skills of trainable mentally retarded people was examined, no significant difference was found between the values of the control group, and Montessori education gave similar values as the classical education. Thus, it was concluded that it was advisable Montessori education program to be used widely. When its effect on the visual perception skills was examined, it could be stated that the posttest averages of the each visual perception sub-scale average revealed an increase except the shape-ground connection. Consequently, when the movement skills of the trainable mentally retarded individuals were reviewed, no difference was found in the control group values, and Montessori education values were similar to classical education. Therefore, it is concluded that Montessori education program should be used widely.
Highlights
Sports and movement activities which have important functions such as healthy life and adaptation to society have an important function in disabled individuals' adapting the society because people with disabilities need to act as people who normally develop (Açak & Kaya, 2015)
Two groups formed as experimental group and control group, and pretest and posttest measurements were applied in both groups
In the experimental group, no significant difference was found in the left foot balance value (p>0.05)
Summary
Sports and movement activities which have important functions such as healthy life and adaptation to society have an important function in disabled individuals' adapting the society because people with disabilities need to act as people who normally develop (Açak & Kaya, 2015). A movement skill in children with disabilities is important for their quality of life (Aksay et al, 2011) These show that mentally disabled individuals need both physical and interpersonal requirements. It is certain that parents will be more willing to develop the knowledge and skills that they think are necessary for their children and that they will be less willing to teach the knowledge and skills that they consider insignificant These considerations affect the structure of the education and determine the direction and the quality of the activities (Barbarin et al, 2008). It is aimed to examine the effect of the Montessori education program given to the mentally retarded individuals in the special education and their mothers on the movement and visual perception skills
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