Dil ve Konuşma Bozuklukları ve Üstün Yetenekli Çocuklar
Özet
Dil, bireylerin yüzyıllardır yaşamlarını sürdürebilmelerine ve medeniyet oluşturabilmelerine temel oluşturan iletişim araçlarından biridir. Dil insanların duygularını, düşüncelerini temsil edebilmek için toplumsal uzlaşma ile oluşmuş kurallar bütünüdür. Dil bozukluğu öğrencilerin sözlü, sözsüz, yazılı veya sembolleri kavrama, anlama ve kullanma becerilerinin bir ya da birkaçında güçlük yaşaması olarak ifade edilmektedir. Dil bozuklukları dilin biçim (fonoloji, morfoloji, sözdizimi), içerik (anlambilim) ve kullanım (pragmatik) bileşenlerinin birinde veya birkaçında yetersizlik ile ortaya çıkabilmektedir. Konuşma bozukluğu ise, konuşma seslerinin üretiminde, akıcılığında veya sesin niteliğinde (perde, şiddet, kalite) meydana gelen aksaklıkları ifade eder. Konuşma bozuklukları semptomları dikkate alındığında konuşma sesi bozuklukları, akıcılık bozukluğu, ses bozuklukları ve rezonans bozuklukları şeklinde sınıflandırılmaktadır. Dil ve konuşma bozukluğu olan öğrencilerin bütünleştirme sınıflarında en temel eğitimsel gereksinimi, iletişimini ve potansiyelini yükseltecek etkileşim temelli uygulamalara sınıfta yer verilmesidir. Bütünleştirme sınıflarında, öğrencinin dili aktif olarak kullanabileceği doğal öğretim yöntemlerini içeren etkileşim temelli dil müdahale programları oldukça önemli bir yere sahiptir. Bu ortamlarda sınıf öğretmenlerinin, öğrencinin liderliğini izlemesi, konuşmayı başlatmasını beklemesi ve vurgulu jestler ya da yüz ifadeleri kullanarak iletişimi teşvik etmeleri gerekmektedir. Üstün yetenekli bireyler, toplumların kültürel, bilimsel ve ekonomik gelişiminde önemli rol oynayan özel bireylerdir. Bu bireyler, yalnızca yüksek akademik başarılarıyla değil; yaratıcılıkları, liderlik becerileri ve özgün düşünme yetenekleriyle de dikkat çekmektedirler. Ancak bu potansiyelin ortaya çıkabilmesi, onların gelişimsel özelliklerine uygun, bilimsel temellere dayalı ve çok boyutlu bütünleştirme sınıflarını gerektirmektedir. Üstün yetenekli öğrencilerin genel eğitim sisteminde karşılaştığı yetersizlikler, onları hem akademik hem de sosyal-duygusal açıdan dezavantajlı hâle olmalarına neden olabilmektedir. Bu nedenle, bütünleştirme sınıflarında eğitim sürecinin her aşamasında bireysel farklılıkları gözeten, esnek ve kapsayıcı bir yaklaşımın planlanması gerekmektedir. Bütünleştirme sınıflarında üstün yetenekli öğrenciler normal gelişim gösteren akranları ile sosyal ilişkilerini korumaktadırlar. Bütünleştirme sınıflarında üstün yetenekli öğrencilerin bilişsel gereksinimleri de beraberinde desteklenerek bir bütünleştirme sınıfı oluşturulabilir. Üstün yetenekli öğrencilerin bütünleştirme sınıflarında sadece fiziksel olarak bulunmaması, potansiyellerinin en üst düzeye çıkarılması gerekmektedir. Bunun için de bütünleştirme sınıflarında çeşitli stratejiler uygulanmalıdır.
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