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Dergiler / Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi / 2023 / Cilt: 24 Sayı: 4

Okul Öncesi Dönemdeki Koklear İmplant Kullanıcısı Çocukların Sosyal Becerilerinin İncelenmesi

An Examination of the Social Skills of Preschool-Age Children with Cochlear Implants

Sevgi Kutlu(ANKARA ÜNİVERSİTESİ, SAĞLIK BİLİMLERİ FAKÜLTESİ)0000-0002-2175-5280
Esra Yücel(HACETTEPE ÜNİVERSİTESİ)0000-0002-0597-6358
Sayfa
543–557
Yayın Tarihi
2023-12-01
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bulgular: Koklear implantlı çocukların başlangıç becerileri, akademik destek becerileri, arkadaşlık becerileri ve duygularını yönetme becerileri işiten akranlarına göre anlamlı derecede düşüktü (p < .05).

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Amaç & Hipotez:Giriş: Okul öncesi dönem, sosyal becerilerin gelişimi için en kritik olan dönemdir.
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Temel Bulgular & Veri:İkinci amaç, unilateral/bilateral koklear implant kullanımının ve okul öncesi eğitime devam etmenin sosyal beceriler üzerindeki etkisini araştırmaktır.
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Sonuç & Katkı:Bulgular: Koklear implantlı çocukların başlangıç becerileri, akademik destek becerileri, arkadaşlık becerileri ve duygularını yönetme becerileri işiten akranlarına göre anlamlı derecede düşüktü (p < .05).
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:işitme kaybı · koklear implant · sosyal beceri

Özet

Giriş: Okul öncesi dönem, sosyal becerilerin gelişimi için en kritik olan dönemdir. Koklear implant kullanıcısı çocuklar başta iletişim becerileri olmak üzere birçok alanda zorluklar yaşamaktadır. Bu çalışmanın birinci amacı, okul öncesi dönemdeki koklear implant kullanıcısı çocukların sosyal becerilerini (başlangıç, akademik destek, arkadaşlık ve duygularını yönetme becerileri) işiten akranlarıyla karşılaştırmaktır. İkinci amaç, unilateral/bilateral koklear implant kullanımının ve okul öncesi eğitime devam etmenin sosyal beceriler üzerindeki etkisini araştırmaktır. Yöntem: Çalışmaya yaş ortalaması 53.18 ay olan 34 koklear implantlı çocuk (16 kız, 18 erkek) ve yaş ortalaması 53.92 ay olan 36 işitmesi normal sınırlarda olan çocuk (21 kız, 15 erkek) dahil edilmiştir. Koklear implant kullanıcısı çocuklar ile işiten akranlarının sosyal becerileri “Okul Öncesi Sosyal Beceri Değerlendirme Ölçeği” kullanılarak karşılaştırılmıştır. Unialteral/bilateral koklear implant kullanımının ve okul öncesi eğitime devam etmenin sosyal beceriler üzerindeki etkisi de araştırılmıştır. Bulgular: Koklear implantlı çocukların başlangıç becerileri, akademik destek becerileri, arkadaşlık becerileri ve duygularını yönetme becerileri işiten akranlarına göre anlamlı derecede düşüktü (p < .05). Bilateral koklear implant kullanan çocukların başlangıç becerileri unilateral koklear implant kullanan çocuklara göre anlamlı derecede daha yüksekti ve okul öncesi eğitime devam eden koklear implant kullanan çocukların akademik destek becerileri okul öncesi eğitime devam etmeyen koklear implant kullanan çocuklara göre anlamlı derecede daha yüksekti. Tartışma: Koklear implantlı okul öncesi dönemdeki çocukların, sosyal becerilerde işiten yaşıtlarının gerisinde oldukları ve sosyal becerilerini geliştirmek için daha fazla eğitim desteğine ihtiyaç duydukları görülmüştür. Bilateral koklear implant kullanıcısı olmanın ve okul öncesi eğitime devam etmenin sosyal beceriler üzerinde olumlu etkisi bulunmaktadır.

Abstract

Introduction: The preschool period is the most critical time for the development of social skills. Children with cochlear implants experience challenges in many domains, particularly including communication skills. This study aimed to compare the social skills (initiation, academic support, friendship, and emotion regulation skills) of preschool-age children with cochlear implants to those of their hearing peers. The second aim was investigate the influence of unilateral/bilateral cochlear implant use and preschool attendance on social skills. Method: Thirty-four children (16 girls, 18 boys) with cochlear implants with a mean age of 53.18 months and 36 hearing children (21 girls, 15 boys) with a mean age of 53.92 months were included in this study. The social skills of the hearing children and the children with cochlear implants were compared using the Preschool Social Skills Evaluation Scale. The influence of unilateral/bilateral cochlear implant use and the effect of preschool attendance on social skills were also investigated. Findings: The performances of children with cochlear implants were significantly lower than those of their hearing peers in terms of initiation skills, academic support skills, friendship skills, and emotion regulation skills (p < .05). Bilateral cochlear implant users had significantly higher initiation skills than unilateral cochlear implant users, and cochlear implant users who attended preschool had significantly higher academic support skills than cochlear implant users who did not attend preschool. Discussion: Preschool-age children with cochlear implants were behind their hearing age-mates in social skills and required increased educational support to promote their social skills. Being a bilateral cochlear implant user and attending preschool education had positive effects on social skills.

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Bu Makaleye Atıf Yap

Kutlu, S., Yücel, E. (2023). Okul Öncesi Dönemdeki Koklear İmplant Kullanıcısı Çocukların Sosyal Becerilerinin İncelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, Cilt: 24 Sayı: 4, 543–557. https://doi.org/10.21565/ozelegitimdergisi.1277447

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