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Başta savaş olmak üzere çeşitli siyasi, ekonomik ve sosyal sebeplerle, milyonlarca insanın ülkelerinden ayrıldıkları, kendilerine yabancı ülkelerde göçmen ve sığınmacı olarak yaşadıkları bilinmektedir. Dünya nüfusunun yaklaşık %15’ini oluşturan (WHO) engelli bireylerin de bu göçlerden etkilenmeleri kaçınılmazdır. Diğer tüm göçmen ve sığınmacılar gibi yaşadıkları ülkenin dilini öğrenmek engelli bireyler için de oldukça önemlidir. Olağan koşullarda dahi öğrenme süreçleri özel tedbirler gerektirmekte olan engelli bireylerin olağandışı koşullarda yeni bir dili öğrenmekle ilgili ciddi sorunlarla karşılaşabilmeleri olasıdır. Bu çalışmada engel türlerinden zihin engeli ve otizm spektrum bozukluğu olan öğrenciler ele alınmış Türkiye’de yapılan yabancı dil olarak Türkçe öğretimi çalışmalarına yönelik genel bir görünüm elde etmek amaçlamıştır. Nitel araştırma deseninin benimsendiği araştırmada veriler doküman analizi ile elde edilmiştir. Araştırmanın nesnelerini 2010-2020 yılları arasında yayımlanan Türkçe tez ve makaleler oluşturmaktadır. Yapılan taramalar sonucunda zihin engelli bireylere yabancı dil öğretimine yönelik sınırlı sayıda çalışmaya ulaşılırken, yabancı dil olarak Türkçe öğretimine yönelik bir çalışmaya ulaşılamamıştır. Otizm spektrum bozukluğu(OSB) olan bireylere yönelik ise biri yabancı dil olarak Türkçe öğretimi, diğerleri yabancı dil öğretimi içerikli üç çalışmaya ulaşılmıştır.
It is known that, for various political, economic and social reasons, including war, millions of people have left their countries and live in foreign countries as immigrants and refugees. People with disabilities, which account for approximately 15% of the world’s population (WHO), are inevitably affected by these migrations. Learning the language of the country in which they live, like all other migrants and refugees, is also very important for disabled individuals. Disabled persons who require special measures in learning processes, even in normal conditions, are likely to have serious problems with learning a new language in unusual conditions. In this study, students with mental disorder and autism spectrum disorder from the types of obstacles were addressed in Turkey with the aim of obtaining a general view of their teaching studies in Turkey as a foreign language. The quality research pattern was adopted in the research data was obtained by document analysis. The objects of the study consist of Turkish theses and articles published between 2010-2020. The scans resulted in a limited number of studies aimed at teaching foreign languages to mental disabled individuals, while a study aimed at teaching Turkish as a foreign language was not achieved. For individuals with autism spectrum disorder (OSB), one has been achieved in three studies containing the teaching of the Turkish as a foreign language and the other in the teaching of the foreign language.
It is known that millions of people have left their countries for various political, economic and social reasons, especially war, and lived in foreign countries as immigrants and asylum seekers. It is inevitable that disabled individuals, who constitute approximately 15% of the world population (WHO), will also be affected by these migrations. Like all other immigrants and asylum seekers, learning the language of the country they lıve in is also crucial for disabled individuals. Their learning process requires special measures even under normal conditions. They are likely to face serious problems in learning a new language under extraordinary conditions. In this study, students with mental disabilities and autism spectrum disorders were evaluated and an overall view of teaching them Turkish as a foreign language was presented. Qualitative research design was applied in the research and the data were obtained by document analysis. The objects of the research are Turkish theses and articles published between 2010 and 2020. As a result of the review, while a limited number of studies were found on teaching foreign languages to mentally disabled individuals, no study was found on teaching Turkish as a foreign language. For individuals with autism spectrum disorder (ASD), three studies, one on teaching Turkish as a foreign language, and the others on teaching foreign language, were reached
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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