Dikkat Eksikliği/Hiperaktivite Bozukluğunu İçeren İnterdisipliner Eğitim Programının Öğretmenler ve Akademisyenler Üzerine Etkisi

Creative Commons License

İnce G., Yıldırım N.

YAŞADIKÇA EĞITIM, cilt.38, sa.3, ss.567-585, 2024 (Hakemli Dergi)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 38 Sayı: 3
  • Basım Tarihi: 2024
  • Doi Numarası: 10.33308/26674874.2024383767
  • Dergi Adı: YAŞADIKÇA EĞITIM
  • Derginin Tarandığı İndeksler: Central & Eastern European Academic Source (CEEAS), Directory of Open Access Journals, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.567-585
  • Çukurova Üniversitesi Adresli: Evet

Özet

mprovperBu çalışma, Dikkat Eksikliği/Hiperaktivite Bozukluğu (DEHB)’nu içeren interdisipliner eğitim programının (IEP)

öğretmenler ve akademisyenler üzerine etkisini belirlemek amacıyla yapılmıştır. Çalışmada, karma yöntemlerden müdahale deseni kullanılmıştır. Müdahale deseninde; nicel kısımda tek gruplu ön/son test deneysel bir yöntem ve nitel kısımda ise tematik analiz yapılmıştır. Çalışmaya, Adana İl Milli Eğitim Müdürlüğü’nde görev yapan 19 öğretmen ve farklı üniversitelerden 12 akademisyen toplam 31kişi gönüllü olarak katılmıştır. Katılımcılar için, DEHB hakkında 20 seanslık bir IEP hazırlanmıştır. IEP, farklı disiplinlerde görev yapan, 14 öğretim elemanı tarafından çevrimiçi (TEAMS) sunulmuştur. Katılımcılara DEHB hakkında çoktan seçmeli 20 sorudan oluşan bir bilgi değerlendirme anketi eğitim öncesi/sonrası yapı lmıştır. İstatistiksel değerlendirmelerde; nicel kısımda Wilcoxon testi ve nitel kısımda ise tematik analiz kullanılmıştır. Hem akademisyenlerin(p=0.03), hem de öğretmenlerin(p=0.001) eğitim sonrası DEHB hakkındaki bilgi birikimleri anlamlı bir şekilde geliştiği tespit edilmiştir. Ayrıca, katılımcıların DEHB olan öğrencilerine bakış açılarının geliştiği ifade edilmiştir. Adana İli’nde kesitsel olarak yapılan bu IEP’nin, tüm Türkiye genelinde öğretmenlere/akademisyenlere verilmesinin uygun olabileceği önerilmektedir

. spConclusion

We can suggest that this cross-sectional online ITP in Adana Province may be appropriate to be given to teachers throughout Turkey and especially to academics who train teacher candidates at universities
This study was aimed to determine the effect of an interdisciplinary education program (IEP) that includes Attention Deficit/Hyperactivity Disorder (ADHD) on teachers and academics. We used intervention design from mixed methods (a single-group pre/post-test experimental method in the quantitative part, and thematic analysis in the qualitative part) in the study. 31people (19teachers working in Adana Provincial Directorate of National Education/12academics from different universities) participated in the study voluntarily. We prepared a 20-session IEP about ADHD for participants. 14faculty members working in different disciplines presented the IEP to participants. We applied a survey of 20questions to the participants about ADHD before/after the training. We used Wilcoxon test and thematic analysis in analysis. We determined that the knowledge of both academicians(p=0.03) and teachers(p=0.001) about ADHD improved after the training. Additionally, participants stated that their perspectives on students with ADHD improved. We can suggest that IEP may be appropriate to be given to teachers/academics throughout Türkiye.found in the national
and international literature. This is the original value of our study.In this context, this study was aimed to determine the effect of an interdisciplinary education program (IEP) that includes Attention Deficit/Hyperactivity Disorder (ADHD) on teachers and academics. MethodWe used intervention design of mixed methods in the study. Mixed method is defined as a research procedure that involves collecting, analyzing, and integrating both quantitative and qualitative data to answer research questions (Creswell & Zhang, 2009). In the intervention design; it was conducted in the quantitative and qualitative part. A total of 31 participants, including 19 teachers working in Adana Provincial Directorate of National Education and 12 academics in universities, participated in the study voluntarily. A 20-session interdisciplinary training program (ITP) about ADHD was prepared for the participants. 14 faculty members teached to the participants in the ITP. A knowledge assessment survey consisting of 20 multiple-choice questions about ADHD was administered to the participants before and after the training. In addition, semi-structured questions were asked to the participants after the training. In the statistical analyses, we used the wilcoxon test and thematic analysis. ResultsIt was determined that there was a significant improvement in academics' knowledge about ADHD after 20sessions of training, with their post-test scores (means=71.25±12.99) being higher than their pre-test scores(means=63.75±7.42) (p=0.03). It was also observed that the teachers' post-test scores (means=72.89±16.10) were higher than their pre-test scores (means=57.89±16.53) (p=0.001). This result indicates that teachers and academics have shown to increase interdisciplinary knowledge about ADHD. For instance; ADHD definition and symptoms, applied behaviour analysis in ADHD, self-regulation strategies in ADHD, child-centered play therapy in ADHD, individualized education plan in ADHD, teaching methods in ADHD, physical activity, art and music therapy, etc. In addition, as a result of the semi-structured questions directed to the participants, it was stated that the training program was useful. Moreover, they stated that it was improved their perspectives on ADHD students.ConclusionWe can suggest that this cross-sectional online ITP in Adana Province may be appropriate to be given to teachers throughout Turkey and especially to academics who train teacher candidates at universities