Health protection and promotion for individuals with intellectual disability: a curriculum development study

Feyzullah Şahin; Ahmet Fidan; Duygu Dönmez

Makale detayları

Health protection and promotion for individuals with intellectual disability: a curriculum development study

Yazarlar:

Feyzullah Şahin | Ahmet Fidan | Duygu Dönmez

Yayıncı:

Duzce University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Uluslararası Düzce Eğitim Bilimleri Dergisi Vol.3 Issue 1, pp.1-11

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001353244

pISSN:

2980-2881

Anahtar kelimeler:

Özet:

 The type and level of health services needed by individuals with intellectual disabilities may differ from their peers. Their ability to meet the needed health services is also negatively affected depending on their limitations. This situation makes it necessary to consider them as a special group in health service provision. Educational activities to protect and promote the health of individuals with intellectual disabilities are the responsibility of special education teachers. This study aimed to develop a curriculum that could take place among university elective courses for prospective special education teachers and test its social validity. Within the study context, a 28-hour curriculum was developed and implemented through two different methods: e-learning and face-to-face learning. The study was carried out in a quasi-experimental design without a pretest-posttest control group. A total of 69 pre-service teacher students participated voluntarily, 38 in the e-learning implementation and 31 in the face-to-face implementation of the study. The study used knowledge tests and social validity forms as data collection tools. As a result of the study, it was found that the practice-related scores of the pre-service teachers who participated in e-learning and face-to-face training increased significantly; there was no significant difference between the groups depending on the type of implementation e-learning and face-to-face learning, and the social validity scores obtained according to student opinions were quite high.

 The type and level of health services needed by individuals with intellectual disabilities may differ from their peers. Their ability to meet the needed health services is also negatively affected depending on their limitations. This situation makes it necessary to consider them as a special group in health service provision. Educational activities to protect and promote the health of individuals with intellectual disabilities are the responsibility of special education teachers. This study aimed to develop a curriculum that could take place among university elective courses for prospective special education teachers and test its social validity. Within the study context, a 28-hour curriculum was developed and implemented through two different methods: e-learning and face-to-face learning. The study was carried out in a quasi-experimental design without a pretest-posttest control group. A total of 69 pre-service teacher students participated voluntarily, 38 in the e-learning implementation and 31 in the face-to-face implementation of the study. The study used knowledge tests and social validity forms as data collection tools. As a result of the study, it was found that the practice-related scores of the pre-service teachers who participated in e-learning and face-to-face training increased significantly; there was no significant difference between the groups depending on the type of implementation e-learning and face-to-face learning, and the social validity scores obtained according to student opinions were quite high.

 The type and level of health services needed by individuals with intellectual disabilities may differ from their peers. Their ability to meet the needed health services is also negatively affected depending on their limitations. This situation makes it necessary to consider them as a special group in health service provision. Educational activities to protect and promote the health of individuals with intellectual disabilities are the responsibility of special education teachers. This study aimed to develop a curriculum that could take place among university elective courses for prospective special education teachers and test its social validity. Within the study context, a 28-hour curriculum was developed and implemented through two different methods: e-learning and face-to-face learning. The study was carried out in a quasi-experimental design without a pretest-posttest control group. A total of 69 pre-service teacher students participated voluntarily, 38 in the e-learning implementation and 31 in the face-to-face implementation of the study. The study used knowledge tests and social validity forms as data collection tools. As a result of the study, it was found that the practice-related scores of the pre-service teachers who participated in e-learning and face-to-face training increased significantly; there was no significant difference between the groups depending on the type of implementation e-learning and face-to-face learning, and the social validity scores obtained according to student opinions were quite high.

 Zihinsel engelli bireylerin ihtiyaç duyduğu sağlık hizmet tür ve düzeyi, akranlarından farklılaşabilmektedir. İhtiyaç duyulan sağlık hizmetini karşılama yeterlilikleri de sınırlılıklarına bağlı olarak olumsuz etkilenmektedir. Bu durum, onları sağlık hizmet sunumunda özellikli bir grup olarak değerlendirilmesini gerekli kılmaktadır. Zihinsel yetersizliği olan bireylerin sağlığını koruma ve geliştirmeye yönelik eğitsel etkinlikler ise özel eğitim öğretmenlerinin sorumluluğundadır. Bu çalışmada, özel eğitim öğretmen adaylarına yönelik üniversite seçmeli dersleri arasında yer alabilecek bir öğretim programının geliştirilmesi ve sosyal geçerliliğinin test edilmesi amaçlanmıştır. Çalışma kapsamında, 28 saatlik bir öğretim programı geliştirilmiş ve e-öğrenme ve yüzyüze öğrenme olarak iki farklı yöntemle uygulanmıştır. Çalışma, ön test  son test kontrol grupsuz yarı deneysel desende sürdürülmüştür. Çalışmanın, e-öğrenme uygulamasına 38, yüzyüze uygulamasına 31 olmak üzere toplamda gönüllü 69 öğretmen adayı öğrenci katılmıştır. Çalışmada, veri toplama aracı olarak bilgi testi ve sosyal geçerlik formu kullanılmıştır. Çalışma sonucunda, e- öğrenme ve yüzyüze eğitime katılan öğretmen adayların uygulamaya bağlı puanlarının anlamlı düzeyde yükseldiği, uygulama biçimine bağlı olarak e-öğrenme ve yüzyüze öğrenme gruplar arasında anlamlı bir farklılık ortaya çıkmadığı ve öğrenci görüşlerine göre ulaşılan sosyal geçerlik puanlarının oldukça yüksek düzeyde olduğu saptanmıştır.

Makale detayları

Health protection and promotion for individuals with intellectual disability: a curriculum development study

Yazarlar:

Feyzullah Şahin | Ahmet Fidan | Duygu Dönmez

Yayıncı:

Duzce University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Uluslararası Düzce Eğitim Bilimleri Dergisi Vol.3 Issue 1, pp.1-11

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001353244

pISSN:

2980-2881

Intellectual disabilities

health protection

health promotion

special education programme

curriculum developmentZihinsel yetersizlik

sağlığı koruma

sağlığı geliştirme

özel eğitim programı

öğretim programı geliştirme.

Sayı

Makale detayları

Yazarlar: Feyzullah Şahin | Ahmet Fidan | Duygu Dönmez

Yayıncı: Duzce University

Ana Başlıklar: Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi: Uluslararası Düzce Eğitim Bilimleri Dergisi Vol.3 Issue 1, pp.1-11

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001353244

pISSN: 2980-2881

Sayı

Yazarlar:

Feyzullah Şahin | Ahmet Fidan | Duygu Dönmez

Yayıncı:

Duzce University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Uluslararası Düzce Eğitim Bilimleri Dergisi Vol.3 Issue 1, pp.1-11

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001353244

pISSN:

2980-2881