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Bu makalede zihinsel yeti yitimi olan çocuğa yönelik uygulanan sosyal hizmet müdahale süreçleri ele alınmıştır. Çalışma yapılan vaka T.K. on dört yaşında olup, ortaokul yedinci sınıfta kaynaştırma öğrencisidir. Eğitimine devam etmekteyken davranış problemleri göstermesi ve öğretmenlerinin onu kendi sınıflarında istememesi üzerine okulun özel eğitim sınıfına yönlendirilmiş ve eğitimine burada devam etmesi sağlanmıştır. Özel eğitim sınıfındaki akademik başarısı ve davranış örüntüleri takip edilmiş, bu süreç içerisinde kendisiyle ve ailesiyle görüşülmüş; birey, aile ve toplum düzeyinde neler yapılabileceği üzerinde durulmuştur. Vaka, genelci sosyal hizmet yaklaşımı açısından ele alınarak, T.K.’nın içe ve dışa dönük davranış problemlerinin çözümlenmesi için okul sosyal hizmetinin uygulamaya geçirilmesi ve diğer alternatif sosyal hizmet modelleri açısından değerlendirilmiştir.
The social work intervention processes applied on a child with mental disability is discussed in this article. In the discussed case, T.K. is fourteen years old and is an inclusive student in the seventh grade of secondary education. Because he had behavioural in class and his teachers did not want him in their class, he was directed to the special education class of the school and he was charged to continue his education there. The academic success and behavioral patterns of the special education class have been followed, during this period, he and his family were interviewed and what can be done at individual, family and community levels has been discussed. The case was evaluated in terms of general social work approach and the implementation of school social work and other alternative social work models in order to solve the problems of the UK.The attitude towards inward and outward behavior.
The social work intervention processes applied on a child with mental disability is discussed in this article. In the discussed case, T.K. is fourteen years old and is an inclusive student in the seventh grade of secondary education. Because he had behavioural in class and his teachers did not want him in their class, he was directed to the special education class of the school and he was ensured to continue his education there. The academic success and behavioural patterns of the special education class have been followed, during this period, he and his family were interviewed and what can be done at individual, family and community levels has been discussed. The case was evaluated in terms of general social work approach and the implementation of school social work and other alternative social work models in order to solve the problems of the T.K.’s attitude towards inward and outward behaviour.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Ulusal
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