فعالية برنامج تدريبي في تنمية مهارات الاستقلال الذاتي لدى عينة من المراهقين المعاقين فکرياً | ||||
| التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) | ||||
| Article 2, Volume 35, 168 جزء3, April 2016, Page 87-131 PDF (446.67 K) | ||||
| Document Type: بحوث فی مجال علم النفس والصحة النفسیة | ||||
| DOI: 10.21608/jsrep.2016.31867 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| خالد رمضان عبد الفتاح سليمان | ||||
| کلية التربية بتفهنا الأشراف – جامعة الأزهر -کلية التربية – جامعة جدة | ||||
| Abstract | ||||
| تهدف الدراسة الحالية إلى فعالية برنامج تدريبي في تنمية مهارات الاستقلال الذاتي لدى عينة من المراهقين المعاقين فکرياً، وللتحقيق الهدف قام الباحث بإعداد برنامج تدريبي لتنمية مهارات الاستقلال الذاتي من خلال استخدام بعض الأساليب والفنيات المتعددة، وتکونت عينة الدراسة من (12) معاق فکرياً بالإعاقة الفکرية البسيطة والتي تتراوح نسبة الذکاء ما بين (50-70) درجة ذکاء على مقياس ستانفورد بينية للذکاء ( الصورة الرابعة، والعمر الزمنى ما بين (13- 16 ) عام، والملتحقين بمدرسة ( عمر بن عبد العزيز الثانوية) بجدة . حيث تم تقسيمهم إلى مجموعتين، المجموعة التجريبية وتکونت من (6) من المراهقين المعاقين فکرياً وطبق على هذه المجموعة البرنامج التدريبي. (إعداد الباحث)، والمجموعة الضابطة: تتکون من (6 ) من المراهقين المعاقين فکرياً تم تطبيق مقياس الاستقلال الذاتي عليهم وکانوا يدرسون في المدرسة بشکل طبيعي بدون أي برامج تدريبية خاصة بهم ، واستخدم الباحث الأدوات التالية في دراسته الحالية (مقياس ستانفورد بينية للذکاء ( الصورة الرابعة ) تقنين (لويس مليکة، 1998 )، ومقياس مهارات الاستقلال الذاتي . ( إعداد الباحث )، والبرنامج التدريبي في تنمية مهارات الاستقلال الذاتي للمراهقين المعاقين فکرياً (إعداد الباحث )، وتوصلت نتائج الدراسة إلى عدم توجد فروق بين متوسطي درجات المجموعة التجريبية ودرجات المجموعة الضابطة على مقياس مهارات الاستقلال الذاتي وأبعاده في القياس القبلي، ووجود فروق بين متوسطي درجات المجموعة التجريبية على مقياس مهارات الاستقلال الذاتي وأبعاده في القياسين القبلي والبعدي لصالح القياس البعدي، ووجود فروق بين متوسطي درجات المجموعة التجريبية ودرجات المجموعة الضابطة على مقياس مهارات الاستقلال الذاتي وأبعاده في القياس البعدي لصالح المجموعة التجريبية، ووجود فروق بين متوسطي رتب درجات المجموعة التجريبية علي مقياس مهارات الاستقلال الذاتي وأبعاده في القياسين البعدي والتتبعي لصالح القياس التتبعي . Abstract: The current study aims to examine the effectiveness of a developing self – determination skills training program in a sample of intellectually disabled adolescents. To achieve this goal, the researcher designed a training program for developing self – determination skills through using multiple methods and techniques. The study sample consisted of 12 adolescents with mild intellectual disabilities recorded ( 50 – 70 ) on Stanford–Binet Intelligence Scale "Fourth Edition", aged ( 13 - 16) years from Omar Bin Abdulaziz secondary school in Jeddah . The sample was divided into two groups: (n= 6) in an experimental group conducted to the training program and (n = 6) in a control group conducted to the self – determination scale and studied normally at school without any special training programs. The researcher used the following tools: Stanford–Binet Intelligence Scale "Fourth Edition" regulated by " Lewis Malikah,1998" , the self determination scale by "the researcher", the developing self – determination skills training program for intellectually disabled adolescents by " the researcher" . The results indicated that there were no significant differences between the score averages of the experimental and control groups on the self – determination skills scale and its dimensions in the pre measurement. There were significant differences in the score averages of the experimental group on the self – determination skills scale in the pre and post measurement to the post measurement. There were significant differences between the score averages of the experimental and control groups on the self – determination skills scale and its dimensions in the post measurement to the experimental group. There were significant differences in the score averages of the experimental group on the self – determination skills scale and its dimensions on the post and follow – up measurement to the follow – up measurement. | ||||
| Keywords | ||||
| مهارات الاستقلال الذاتي; المراهقين; المعاقين فکريا | ||||
| References | ||||
|
المراجــــــــــــــع أولاً: المراجع العربیة: إبراهیم، حلمی فرحات، لیل (1998): سیکولوجیة الأطفال ذوی الاحتیاجات الخاصة، الإسکندریة، مرکز الإسکندریة للکتاب. شاش، سهیر (2002): التربیة الخاصة للمعاین عقلیاً بین العزل والدمج0 القاهرة: مکتبة زهراء الشرق. عبد الحمید، محمد (1999): تعلیم الأنشطة والمهارات لدى الأطفال المعاقین عقلیاً، دار الفکر العربی، القاهرة . فؤاد، فیولیت (2005): مدخل إلى التربیة الخاصة، مکتبة الأنجلو المصریة، القاهرة. قندیل، إیمان (2009): فاعلیة برنامج إرشادی فی تنمیة مهارات الاستقلال الذاتی لتحسین جودة الحیاة لدى عینة من المراهقین المعاقین عقلیاً القابلین للتعلم، رسالة دکتوراه ( غیر منشورة ) کلیة التربیة، جامعة بنها . کامل، سهیر (2002): سیکولوجیة الأطفال ذوى الاحتیاجات الخاصة، مرکز الإسکندریة للکتاب، ط2. ملیکة، لویس (1998): الإعاقة العقلیة والاضطرابات الارتقائیة. القاهرة: مطبعة فیکتور کیرلس. منظمة الصحة العالمیة (1999): المراجعة العاشرة للتصنیف الدولی للأمراض ICD-10، تصنیف الاضطرابات النفسیة والسلوکیة: الأوصاف الکلینیکیة والدلائل الإرشادیة التشخیصیة (ترجمة) وحدة الطب النفسی، جامعة عین شمس. موسى، رشاد (2002 ):علم نفس الإعاقة، ط1، مکتبة الأنجلو المصریة، القاهرة. ثانیاً: المراجع الأجنبیة: Abery, B. (1995). Evaluating a Multicomponent Program for Enhancing the Self-Determination of Youth with Disabilities. Intervention in school and Clinic, 30(3), 170-79.
Agran, M., Sinclair, T., Alper, S., Cavin, M., Wehmeyer, M., & Hughes, C. (2005). Using self-monitoring to increase following-direction skills of students with moderate to severe disabilities in general education. Education and Training in Developmental Disabilities, 3-13.
AKFIRAT, F. Ö. (2004). Yaratıcı dramanın işitme engellilerin sosyal becerilerinin gelişimine etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5(01).
Alptekin, S. (2010). Akranların sosyal becerilere model olduğu doğrudan öğretimin zihinsel engelli öğrencinin sosyal becerileri kazanması, sürdürmesi, genellemesi ve sosyal kabulüne etkisi.
Balçık, B. (2010). Otizmli bireylere sosyal beceri öğretiminde sosyal öykülerin etkisinin incelenmesi. Yayımlanmamış yüksek lisans tezi, Abant İzzet Baysal Üniversitesi, Sosyal Bilimler Enstitüsü, Bolu.
Çadır, D. (2008). Zihinsel engelli öğrenciler için müzik terapi yöntemine göre hazırlanan sosyal beceri öğretim programının etkililiğinin incelenmesi. Yayımlanmamış yüksek lisans tezi, Abant İzzet Baysal Üniversitesi, Sosyal Bilimler Enstitüsü, Bolu.
Carter, E. W., Owens, L., Trainor, A. A., Sun, Y., & Swedeen, B. (2009). Self-determination skills and opportunities of adolescents with severe intellectual and developmental disabilities. American Journal on Intellectual and Developmental Disabilities, 114(3), 179-192.
Dağseven-Emecen, D. (2008). Zihinsel yetersizlikten etkilenmiş öğrencilere sosyal becerilerin kazandırılmasında doğrudan öğretim ve bilişsel süreç yaklaşımları ile yapılan öğretimin etkililiklerinin ve verimliliklerinin karşılaştırılması. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Yüksek Lisans Tezi.
Doll, B., Sands, D. J., Wehmeyer, M. L., & Palmer, S. (1996). Promoting the development and acquisition of self-determined behavior. Self-determination across the life span: Independence and choice for people with disabilities, 63-88.
Eliçin, Ö. (2011). Otizmi olan çocuklara duyguları ayırt etme becerisi kazandırmada replik silikleştirme ile yapılan öğretimin etkililiği. Yayımlanmamış yüksek lisans tezi, Abant İzzet Baysal Üniversitesi, Sosyal Bilimler Enstitüsü, Bolu.
Glago, K. D. (2005). The effect of problem solving self-determination instruction on elementary students with learning disabilities and emotional disabilities.
Hoffman, A. (2003). Teaching decision making to students with learning disabilities by promoting self-determination. ERIC Digest# ED481859). Retrieved on March, 12(2009), 2004-2.
Hughes, C., Cosgriff, J. C., Agran, M., & Washington, B. H. (2013). Student self-determination: A preliminary investigation of the role of participation in inclusive settings. Education and Training in Autism and Developmental Disabilities, 3-17.
Izzo, M., & Lamb, M. (2002). Self-determination and career development: Skills for successful transitions to postsecondary education and employment. A white paper for the Post-School Outcomes Network of the National Center on Secondary Education and Transition (NCSET) at the University of Hawaii at Manoa. Available on-line at: http://www. ncset. hawaii. edu/Publications.
Izzo, M., & Lamb, M. (2002). Self-determination and career development: Skills for successful transitions to postsecondary education and employment. A white paper for the Post-School Outcomes Network of the National Center on Secondary Education and Transition (NCSET) at the University of Hawaii at Manoa. Available on-line at: http://www. ncset. hawaii. edu/Publications.
Martin, J. E., & Marshall, L. H. (1995). A Comprehensive self-determination transition program. Intervention in School & Clinic, 30(3), 147-157.
Modell, S. J., & Valdez, L. A. (2002). Beyond Bowling Transition Planning for Students with Disabilities. Teaching Exceptional Children, 34(6), 46-52.
Neely-Barnes, S. L. (2005). Consumer choice in developmental disability services: assessing the impact on quality of life indicators (Doctoral dissertation).
O'Reilly, M. F., Lancioni, G. E., Sigafoos, J., Green, V. A., Ma, C. H., & O'Donoghue, D. (2004). A further comparison of external control and problem‐solving interventions to teach social skills to adults with intellectual disabilities. Behavioral Interventions, 19(3), 173-186.
Paraschiv, I. (2000). Development of a High School Curriculum That Promotes Self-Determination and Independence Skills. Paper Presented at the annual meeting of the American Association on Mental Retardation, Washington, DC.
Quigley, M. K. (2007). The Effects of Life Skills Instruction on the Personal-Social Skills Scores of Rural High School Students with Mental Retardation (Doctoral dissertation, Liberty University).
Sazak, E. (2003). Zihin engelli birey için hazırlanan akran aracılı sosyal beceri öğretim programının etkiliğinin incelenmesi. Yayımlanmamış yüksek lisans tezi, Abant İzzet Baysal Üniversitesi, Sosyal Bilimler Enstitüsü, Bolu
Seligman, M. E. (2002). Positive psychology, positive prevention, and positive therapy. Handbook of positive psychology, 2, 3-12.
Seong, Y., Wehmeyer, M. L., Palmer, S. B., & Little, T. D. (2014). Effects of the self-directed individualized education program on self-determination and transition of adolescents with disabilities. Career Development and Transition for Exceptional Individuals, 2165143414544359.
Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G. G., & Little, T. D. (2013). Relationships between self-determination and postschool outcomes for youth with disabilities. The Journal of Special Education, 0022466913489733.
Stainton, T. (2000). What is Self-determination. In First International Conference on Self-Determination and Individualised Funding (Seattle, WA).
Stancliffe, R. J., Abery, B. H., & Smith, J. (2000). Personal control and the ecology of community living settings: Beyond living-unit size and type. American Journal on Mental Retardation, 105(6), 431-454.
Wehmeyer, M. L. (1992). Self-determination and the education of students with mental retardation. Education and Training in mental Retardation, 302-314.
Wehmeyer, M. L. (1995). A Career Education Approach: Self-Determination for Youth with Mild Cognitive Disabilities. Intervention in school and clinic, 30(3), 157-63.
Wehmeyer, M. L. (1995). The Arc's Self-Determination Scale: Procedural Guidelines. Washington, DC , Office of special Education and Rehabilitative Services (ED).
Wehmeyer, M. L. (1999). A Functional Model of Self-Determination Describing Development and Implementing Instruction. Focus on autism and other Developmental disabilities, 14(1), 53-61.
Wehmeyer, M. L., & Bolding, N. (2001). Enhanced self‐determination of adults with intellectual disability as an outcome of moving to community‐based work or living environments. Journal of Intellectual Disability Research, 45(5), 371-383.
Wehmeyer, M. L., & Schalock, R. L. (2001). Self-determination and quality of life: Implications for special education services and supports. Focus on exceptional Children, 33(8), 1.
Wehmeyer, M. L., Agran, M., & Hughes, C. (1998). Teaching self-determination to students with disabilities: Basic skills for successful transition. Paul H. Brookes Publishing Co., PO Box 10624, Baltimore, MD 21285-0624.
Wehmeyer, M. L., Agran, M., & Hughes, C. (2000). A national survey of teachers' promotion of self-determination and student-directed learning. The Journal of Special Education, 34(2), 58-68.
Wehmeyer, M. L., Kelchner, K., & Richards, S. (1996). Essential characteristics of self-determined behavior of individuals with mental retardation and developmental disabilities. American Journal On Mental Retardation, 100, 632-642.
Wehmeyer, M., & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63(2), 245-255.
Wehmeyer, M., & Schwartz, M. (1998). The relationship between self-determination and quality of life for adults with mental retardation. Education and training in mental retardation and developmental disabilities, 3-12.
Wert, B. Y., & Neisworth, J. T. (2003). Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions, 5(1), 30-34.
Williams, T. M. (1998). Life after High School: Transitional Issues for Learning Disabled Students. (Research paper submitted at Chicago state university).
Wood, W. M., Karvonen, M., Test, D. W., Browder, D., & Algozzine, B. (2004). Promoting student self-determination skills in IEP planning. Teaching Exceptional Children, 36(3), 8-16.
Verdugo, M. A., Vicente, E., Fernández-Pulido, R., Gómez-Vela, M., Wehmeyer, M. L., & Guillén, V. M. (2015). A psychometric evaluation of the ARC-INICO Self-Determination Scale for adolescents with intellectual disabilities. International Journal of Clinical and Health Psychology, 15(2), 149-159. | ||||
|
Statistics Article View: 385 PDF Download: 4,965 |
||||
