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ÖZEL EĞİTİMDE TELE-SAĞLIK UYGULAMALARI

Year 2021, Volume: 22 Issue: 3, 2034 - 2052, 31.12.2021
https://doi.org/10.17679/inuefd.899546

Abstract

Tele-sağlık hem uzun hem de kısa mesafelerde hizmet sağlayıcıları ve / veya alıcılar arasında fiziksel bir ayrımın olduğu durumlarda sağlık hizmetleri sunmak için bilgi ve iletişim teknolojilerinin kullanılması olarak tanımlanmaktadır. Tele-sağlık, sağlık hizmetlerinin tanı, tedavi, önleyici ve iyileştirici yönlerini kapsamakta ve hizmet alıcıları, birincil ve diğer bakıcıları, uzmanları ve eğitimcileri içermektedir. Günümüzde tele-sağlık uygulamalarının en temel yararlarının, ulaşım zorluğunu ortadan kaldırması, maliyetleri düşürmesi ve esnek zaman sağlaması olduğu pek çok araştırmada belirtilmektedir. Özel eğitim genellikle geleneksel ortamlarda yüz yüze yürütülmektedir. Ancak son on yılda, farkındalığın kısmen de olsa artması ve teknolojik engellerin azalması nedeniyle tele-sağlığa olan ilgi ve talep artmıştır. Ancak Covid-19 salgını nedeniyle ani bir şekilde geleneksel eğitim ortamlarında yürütülen özel eğitim hizmetlerinin uzaktan eğitim, özellikle de tele-sağlık uygulamalarına dönüşmesi, alanda çalışan uzmanlar için zorlayıcı olmuştur. 2020 yılı içerisinde yapılmış olan araştırmalar, alan uzmanlarının tele-sağlık yoluyla özel eğitim hizmeti sunma konusunda sınırlı bilgi ve deneyime sahip olduklarını göstermektedir. Dolayısıyla bu çalışmada özel eğitimde tele-sağlık uygulamalarına ilişkin bilgi sunmak amaçlanmaktadır.

References

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  • Ihrig, C. (2016). Steps to offering low vision rehabilitation services through clinical video telehealth. Journal of Visual Impairment & Blindness, 110(6), 441-447.
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TELE-HEALTH APPLICATIONS IN SPECIAL EDUCATION

Year 2021, Volume: 22 Issue: 3, 2034 - 2052, 31.12.2021
https://doi.org/10.17679/inuefd.899546

Abstract

Tele-health is defined as the use of information and communication technologies to provide health services in situations where there is a physical separation between service providers and / or recipients, both over long and short distances. Tele-health covers the diagnostic, therapeutic, preventive and curative aspects of health services and includes service recipients, primary and other caregivers, experts and educators. Today, many studies indicate that the main benefits of tele-health applications are that it eliminates transportation difficulties, reduces costs and provides flexible time. Special education is usually conducted face-to-face in traditional settings. However, in the last decade, interest and demand for tele-health have increased due to the increased awareness, albeit partially, and the reduction of technological barriers. However, due to the Covid-19 outbreak, the transformation of special education services carried out in traditional education settings into distance education, especially tele-health applications, has been challenging for experts working in the field. Studies conducted in 2020 show that field experts have limited knowledge and experience in providing special education services through tele-health. Therefore, this study aims to provide information on tele-health applications in special education.

References

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  • Alfuraydan, M., Croxall, J., Hurt, L., Kerr, M., & Brophy, S. (2020). Use of telehealth for facilitating the diagnostic assessment of Autism Spectrum Disorder (ASD): A scoping review. PloS one, 15(7), e0236415. https://doi.org/10.1371/journal.pone.0236415
  • Baharav, E., & Reiser, C. (2010). Using telepractice in parent training in early autism. Telemedicine and e-Health, 16(6), 727-731. https://doi.org/10.1089/tmj.2010.0029
  • Barkaia, A., Stokes, T. F., & Mikiashvili, T. (2017). Intercontinental telehealth coaching of therapists to improve verbalizations by children with autism. Journal of Applied Behavior Analysis, 50(3), 582-589. https://doi.org/10.1002/jaba.391
  • Benson, S. S., Dimian, A. F., Elmquist, M., Simacek, J., McComas, J. J., & Symons, F. J. (2018). Coaching parents to assess and treat self‐injurious behaviour via telehealth. Journal of Intellectual Disability Research, 62: 1114– 1123. https://doi.org/10.1111/jir.12456.
  • Boisvert, M., & Hall, N. (2014). The use of telehealth in early autism training for parents: a scoping review. Smart Homecare Technology and Telehealth, 2, 19-27. https://doi.org/10.2147/SHTT.S45353
  • Cole, B., Pickard, K., & Stredler-Brown, A. (2019). Report on the use of telehealth in early intervention in Colorado: Strengths and challenges with telehealth as a service delivery method. International Journal of Telerehabilitation, 11(1), 33-40. https://doi.org/10.5195/ijt.2019.6273
  • Coogle, C. G., Ottley, J. R., Storie, S., Rahn, N. L., & Burt, A. K. (2017). eCoaching to enhance special educator practice and child outcomes. Infants & Young Children, 30(1), 58-75. https://doi.org/10.1097/IYC.0000000000000082
  • Coogle, C., Ottley, J. R., Rahn, N. L., & Storie, S. (2018). Bug-in-ear eCoaching: Impacts on novice early childhood special education teachers. Journal of Early Intervention, 40(1), 87-103. https://doi.org/10.1177/1053815117748692
  • Coogle, C. G., Rahn, N. L., Ottley, J. R., & Storie, S. (2016). ECoaching across routines to enhance teachers’ use of modeling. Teacher Education and Special Education, 39(4), 227-245. https://doi.org/10.1177/0888406415621959
  • Çattık, E. O., & Ergenekon, Y. (2020). Özel eğitimde işitsel teknoloji koçluğu: Bug-in-Ear (BIE). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, (50), 511-532. https://doi.org/10.9779/pauefd.575809
  • Daczewitz, M. (2015). Delivering the parent-implemented communication strategies (PICS) intervention using distance training and coaching with a father and his child who is hard of hearing. [Doctoral dissertation, Illinois State University.] https://ir.library.illinoisstate.edu/cgi/viewcontent.cgi?article=1384&context=etd
  • Demir, E. (2014). Uzaktan eğitime genel bir bakış. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi. 39, 203-212.
  • Devran, Y, & Elitaş, T. (2017). Uzaktan eğitim: Fırsatlar ve tehditler. AJIT-e: Bilişim Teknolojileri Online Dergisi, 8(27), 31-40. https://doi.org/10.5824/1309‐1581.2017.2.003.x
  • Dimitropoulos, A., Zyga, O., & Russ, S. (2017). Evaluating the feasibility of a play-based telehealth intervention program for children with Prader–Willi syndrome. Journal of autism and developmental disorders, 47(9), 2814-2825. https://doi.org/10.1007/s10803-017-3196-z
  • Ferguson, J., Craig, E. A., & Dounavi, K. (2019). Telehealth as a model for providing behaviour analytic interventions to individuals with autism spectrum disorder: A systematic review. Journal of autism and developmental disorders, 49(2), 582-616. https://doi.org/10.1007/s10803-018-3724-5
  • Gerow, S., Radhakrishnan, S., S. Akers, J., McGinnis, K. & Swensson, R. (2021), Telehealth parent coaching to improve daily living skills for children with ASD. Jnl of Applied Behav Analysis. 9999, 1–16. https://doi.org/10.1002/jaba.813
  • Gogia, S. (2020). Fundamentals of Telemedicine and Telehealth. Academic Press.
  • Hall, S. S., Monlux, K. D., Rodriguez, A. B., Jo, B., & Pollard, J. S. (2020). Telehealth-enabled behavioral treatment for problem behaviors in boys with Fragile X Syndrome: a randomized controlled trial. Journal of Neurodevelopmental Disorders, 12(1), 1-15. https://doi.org/10.1186/s11689-020-09331-4
  • Hebert, M. (2001). Telehealth success: evaluation framework development. Medinfo, 10, 1145-1149.
  • Hodge, M. A., Sutherland, R., Jeng, K., Bale, G., Batta, P., Cambridge, A., ... & Silove, N. (2019). Agreement between telehealth and face-to-face assessment of intellectual ability in children with specific learning disorder. Journal of Telemedicine and Telecare, 25(7), 431-437. https://doi.org/10.1177/1357633X18776095
  • Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause quarterly, 31(4), 51-55.
  • Ihrig, C. (2016). Steps to offering low vision rehabilitation services through clinical video telehealth. Journal of Visual Impairment & Blindness, 110(6), 441-447.
  • İşman, A., Barkan, M., & Demiray, U. (2003). Online distance education book. The Turkish Online Journal of Educational Technology. http://www.tojet.net/e-book/ebook.htm
  • Kemp, P., & Turnbull, A. P. (2014). Coaching with parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children, 27(4), 305-324. https://doi.org/10.1097/IYC.0000000000000018
  • Kizir, M. (2019). Reviewing of telehealth (distance) coaching practices for Autism Spectrum Disorder. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 48(2), 1072-1110. https://doi.org/10.14812/cufej.569720
  • Kizir, M. (2021). Otizm Spektrum Bozukluğu olan bireylere iletişim becerilerinin öğretiminde uzaktan aile eğitim uygulamaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22(1), 253-281. https://doi.org/10.21565/ozelegitimdergisi.554714
  • Lerman, D. C., O’Brien, M. J., Neely, L., Call, N. A., Tsami, L., Schieltz, K. M., Berg, W. K., Graber, J., Huang, P., Kopelman, T., & Cooper-Brown, L. J. (2020). Remote coaching of caregivers via telehealth: Challenges and potential solutions. Journal of Behavioral Education, 29(2), 195-221. https://doi.org/10.1007/s10864-020-09378-2
  • Lindgren, S., Wacker, D., Suess, A., Schieltz, K., Pelzel, K., Kopelman, T., Lee, J., Romani, P., & Wladron, D. (2016). Telehealth and autism: Treating challenging behavior at lower cost. Pediatrics,137(S2), S167–S175. https://doi.org/10.1542/peds.2015-2851o.
  • Looi, J. C., & Pring, W. (2020). Private metropolitan telepsychiatry in Australia during Covid-19: current practice and future developments. Australasian Psychiatry, 28(5), 508-510. https://doi.org/10.1177/1039856220930675
  • Machalicek, W., Lequia, J., Pinkelman, S., Knowles, C., Raulston, T., Davis, T., & Alresheed, F. (2016). Behavioural telehealth consultation with families of children with autism spectrum disorder. Behavioural Interventions, 31(3), 223-250. https://doi.org/10.1002/bin.1450
  • Meadan, H., & Daczewitz, M. E. (2015). Internet-based intervention training for parents of young children with disabilities: A promising service-delivery model. Early child development and care, 185(1), 155-169. https://doi.org/10.1080/03004430.2014.908866
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Primary Language Turkish
Journal Section Articles
Authors

Mine Kizir 0000-0001-8801-5693

Publication Date December 31, 2021
Published in Issue Year 2021 Volume: 22 Issue: 3

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APA Kizir, M. (2021). ÖZEL EĞİTİMDE TELE-SAĞLIK UYGULAMALARI. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(3), 2034-2052. https://doi.org/10.17679/inuefd.899546
AMA Kizir M. ÖZEL EĞİTİMDE TELE-SAĞLIK UYGULAMALARI. INUJFE. December 2021;22(3):2034-2052. doi:10.17679/inuefd.899546
Chicago Kizir, Mine. “ÖZEL EĞİTİMDE TELE-SAĞLIK UYGULAMALARI”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22, no. 3 (December 2021): 2034-52. https://doi.org/10.17679/inuefd.899546.
EndNote Kizir M (December 1, 2021) ÖZEL EĞİTİMDE TELE-SAĞLIK UYGULAMALARI. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22 3 2034–2052.
IEEE M. Kizir, “ÖZEL EĞİTİMDE TELE-SAĞLIK UYGULAMALARI”, INUJFE, vol. 22, no. 3, pp. 2034–2052, 2021, doi: 10.17679/inuefd.899546.
ISNAD Kizir, Mine. “ÖZEL EĞİTİMDE TELE-SAĞLIK UYGULAMALARI”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22/3 (December 2021), 2034-2052. https://doi.org/10.17679/inuefd.899546.
JAMA Kizir M. ÖZEL EĞİTİMDE TELE-SAĞLIK UYGULAMALARI. INUJFE. 2021;22:2034–2052.
MLA Kizir, Mine. “ÖZEL EĞİTİMDE TELE-SAĞLIK UYGULAMALARI”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 22, no. 3, 2021, pp. 2034-52, doi:10.17679/inuefd.899546.
Vancouver Kizir M. ÖZEL EĞİTİMDE TELE-SAĞLIK UYGULAMALARI. INUJFE. 2021;22(3):2034-52.

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