{"id":305,"date":"2015-01-13T17:20:30","date_gmt":"2015-01-13T15:20:30","guid":{"rendered":"http:\/\/blog.okulistik.com\/?p=305"},"modified":"2015-01-19T16:19:49","modified_gmt":"2015-01-19T14:19:49","slug":"yaygin-gelisimsel-bozukluk","status":"publish","type":"post","link":"https:\/\/www.okulistik.com\/blog\/?p=305","title":{"rendered":"Yayg\u0131n Geli\u015fimsel Bozukluk"},"content":{"rendered":"<p><b>Otizm<\/b><\/p>\n<p>Sosyal etkile\u015fim, s\u00f6zel ve s\u00f6zel olmayan ileti\u015fim, ilgi ve etkinliklerdeki s\u0131n\u0131rl\u0131l\u0131\u011f\u0131 erken \u00e7ocukluk d\u00f6neminde ortaya \u00e7\u0131kan ve bu \u00f6zellikleri nedeniyle \u00f6zel e\u011fitim hizmetlerine ihtiyac\u0131 olan bireylerdir.<\/p>\n<p><b>Rett Sendromu<\/b><\/p>\n<p>\u00c7ocuk psikiyatrisinde a\u011f\u0131r mental reterdasyon ve otizme benzetilmesi nedeni ile en fazla yanl\u0131\u015f tan\u0131 olan hastal\u0131k grubudur.<\/p>\n<p><b>\u00c7ocuk Dezintegratif Bozuklu\u011fu<\/b><\/p>\n<p>3 ya\u015f\u0131ndan sonra \u00e7ocuklar\u0131n dil, sosyal i\u015flev ve motor becerilerinin geli\u015fiminde gecikmeler olarak g\u00f6r\u00fclen ve ender rastlanan bozukluktur.<\/p>\n<p><b>Atipik Otizm<\/b><\/p>\n<p>\u201cAtipik yayg\u0131n geli\u015fimsel bozukluk\u201d olarak da isimlendirilen bu grup, tam olarak tan\u0131sal \u00f6l\u00e7\u00fctleri kar\u015f\u0131lamayan ama otistik belirtiler de g\u00f6steren bir gruptur.<\/p>\n<p><b>Asperger Sendromu<\/b><\/p>\n<p>\u00c7ocukluk \u00e7a\u011f\u0131nda ortaya \u00e7\u0131kan genetik ge\u00e7i\u015fli bir sorundur. Sendromun ana belirtisi a\u015f\u0131r\u0131 i\u00e7e kapan\u0131kl\u0131l\u0131k durumudur. Tekrarlay\u0131c\u0131 davran\u0131\u015flar, tekd\u00fcze bir konu\u015fma, belli bir konuya abart\u0131l\u0131 ilgi di\u011fer \u00f6nemli belirtilerdir. Hastal\u0131k, 3-4 ya\u015flar\u0131ndan sonra yava\u015f yava\u015f fark edilebilir.<\/p>\n<p><b>Nas\u0131l Fark Edilirler?<\/b><\/p>\n<ul>\n<li>G\u00f6rsel uyar\u0131lara kar\u015f\u0131 tepkisiz kal\u0131p \u0131\u015f\u0131ktan rahats\u0131z olabilirler, karanl\u0131kta daha rahat edebilir, parlak ve d\u00f6nen cisimlere \u00e7ok uzun s\u00fcre bakabilirler.<\/li>\n<li>Ac\u0131y\u0131, s\u0131ca\u011f\u0131, so\u011fu\u011fu fark edemeyebilir ya da a\u015f\u0131r\u0131 duyarl\u0131 olabilirler.<\/li>\n<li>Dokunulmay\u0131 reddederler.<\/li>\n<li>B\u00fcy\u00fck, k\u00fc\u00e7\u00fck kas-motor becerilerinde zay\u0131fl\u0131k olabilir.<\/li>\n<li>Hiperaktif veya hipoaktif motor davran\u0131\u015flar\u0131 g\u00f6r\u00fclebilir.<\/li>\n<li>Anneye ba\u011f\u0131ml\u0131 olmayabilirler.<\/li>\n<li>Sevgi-g\u00fcvende olma iste\u011fi g\u00f6r\u00fclmeyebilir.<\/li>\n<li>Zamanlar\u0131n\u0131n \u00e7o\u011funu tek ba\u015f\u0131na ge\u00e7irirler.<\/li>\n<li>Kar\u015f\u0131l\u0131kl\u0131 ileti\u015fim \u00f6nemli de\u011fildir.<\/li>\n<li>Oyunlara kat\u0131lmazlar.<\/li>\n<li>Temel duygular\u0131 ifade edemedi\u011finden, kar\u015f\u0131l\u0131kl\u0131 ileti\u015fim kurmay\u0131p ba\u011f\u0131rma, vurma, \u00e7\u0131\u011fl\u0131k atma gibi davran\u0131\u015flar g\u00f6r\u00fcl\u00fcr.<\/li>\n<li>Hi\u00e7 konu\u015fmama, anlams\u0131z konu\u015fma, ekolali konu\u015fma, zamirleri kar\u0131\u015ft\u0131rma-gramer bozuklu\u011fu, stereotipik ve yineleyici dil, kelimeleri kendine \u00f6zg\u00fc kullanma g\u00f6r\u00fclebilir.<\/li>\n<li>Davran\u0131\u015fsal problemler ve duygusal g\u00fc\u00e7l\u00fckler g\u00f6r\u00fclebilir.<\/li>\n<\/ul>\n<p><b>Davran\u0131\u015fsal Problemler:<\/b><\/p>\n<ul>\n<li>\u00d6fke n\u00f6betleri (kendine-\u00e7evresine).<\/li>\n<li>Stereotip hareketler (kendili\u011finden ba\u015flayan).<\/li>\n<\/ul>\n<p><b>Duygusal G\u00fc\u00e7l\u00fckler:<\/b><\/p>\n<ul>\n<li>\u00d6zel korkular (sudan-aya\u011f\u0131n\u0131 s\u0131kan ayakkab\u0131dan).<\/li>\n<li>Tehlikelerin fark\u0131nda olmama (y\u00fcksek duvarda y\u00fcr\u00fcme).<\/li>\n<li>Nedensiz g\u00fclme-a\u011flama.<\/li>\n<li>De\u011fi\u015fiklere kar\u015f\u0131 tepki g\u00f6sterme (sevin\u00e7 \u00e7\u0131\u011fl\u0131klar\u0131-\u00f6fke n\u00f6betleri).<\/li>\n<li>Otob\u00fcs hareket saatleri-say\u0131lar\u0131 ezberleme (g\u00f6rsel yetenek).<\/li>\n<li>Kendi kendine okuma yazma \u00f6\u011frenebilir, genelde okuduklar\u0131n\u0131 anlayamazlar.<\/li>\n<li>Erken geli\u015fmi\u015f kavramsal g\u00f6rsel-motor yetenekleri olabilir.<\/li>\n<li>Zihinsel engeli, g\u00f6rme engeli, i\u015fitme engeli, epilepsi gibi bozukluklarla birlikte g\u00f6r\u00fclebilir.<\/li>\n<li>Konu\u015fulan\u0131n s\u0131n\u0131rl\u0131 bir k\u0131sm\u0131n\u0131 anlarlar.<\/li>\n<li>\u00c7ok nadir \u201cevet\u201d ve \u201chay\u0131r\u201d kelimelerini kullan\u0131rlar.<\/li>\n<li>Asla yalan s\u00f6ylemezler.<\/li>\n<li>E\u015f anlaml\u0131 kelimeleri kullanmazlar.<\/li>\n<li>Z\u0131t anlaml\u0131 kelimeleri kar\u0131\u015ft\u0131r\u0131rlar.<\/li>\n<li>Hayal etme, yarat\u0131c\u0131l\u0131k, empati, taklit becerileri yoktur.<\/li>\n<li>Yaln\u0131zl\u0131ktan ho\u015flan\u0131rlar.<\/li>\n<li>Bir nesneye ba\u011f\u0131ml\u0131l\u0131k g\u00f6sterebilirler.<\/li>\n<li>Nesneleri amac\u0131na uygun kullanamayabilirler.<\/li>\n<\/ul>\n<p>\u00d6rne\u011fin, arabay\u0131 ters \u00e7evirip tekerleklerini d\u00f6nd\u00fcr\u00fcrler.<\/p>\n<ul>\n<li>Tepkileri abart\u0131l\u0131d\u0131r.<\/li>\n<li>Dikkat alanlar\u0131 dard\u0131r.<\/li>\n<li>Genelde yeme ve uyku problemleri vard\u0131r.<\/li>\n<li>Enstr\u00fcman \u00e7alma-kuvvetli haf\u0131za-mekanik oyuncaklar\u0131 s\u00f6k\u00fcp takma gibi \u00f6zel beceriye sahip olabilirler .<\/li>\n<li>\u0130nisiyatif kullanamazlar.<\/li>\n<li>Kendilerinden \u00fc\u00e7\u00fcnc\u00fc tekil \u015fah\u0131s olarak s\u00f6z edebilirler.<\/li>\n<\/ul>\n<p><b>\u00d6\u011fretmene \u00d6neriler<\/b><\/p>\n<ul>\n<li>\u00d6\u011frencinin e\u011fitim g\u00f6rece\u011fi s\u0131n\u0131f, \u00f6\u011frenciye \u00f6nceden tan\u0131t\u0131lmal\u0131d\u0131r.<\/li>\n<li>Erken ya\u015fta e\u011fitime ba\u015flanmal\u0131d\u0131r.<\/li>\n<li>E\u011fitime ba\u015flad\u0131\u011f\u0131nda \u00f6\u011frencinin yapt\u0131klar\u0131 ve yapamad\u0131klar\u0131 belirlenmelidir.<\/li>\n<li>Uygun e\u011fitim program\u0131 belirlenerek e\u011fitime ge\u00e7ilmelidir.<\/li>\n<li>\u00c7ocu\u011fun geli\u015fim seviyesine uygun s\u0131n\u0131f ortam\u0131 d\u00fczenlenmeli ve materyaller se\u00e7ilmelidir.<\/li>\n<li>E\u011fitime yeni ba\u015fland\u0131\u011f\u0131nda taklit, y\u00f6nerge takip, e\u015fleme, ileti\u015fim ve sosyal beceriler \u00e7al\u0131\u015f\u0131lmal\u0131d\u0131r.<\/li>\n<li>Sosyal becerilerden g\u00f6z temas\u0131 kurma, tan\u0131mad\u0131\u011f\u0131 ki\u015filerle selamla\u015fma-vedala\u015fma ve ilk kez girdi\u011fi ortama uyum sa\u011flama becerileri \u00f6ncelikli \u00e7al\u0131\u015f\u0131lmal\u0131d\u0131r.<\/li>\n<li>Okula gelirken ba\u011f\u0131ml\u0131 oldu\u011fu nesneyi yan\u0131nda getirmesine izin verilmelidir.<\/li>\n<li>Aile ile i\u015fbirli\u011fi i\u00e7inde \u00e7al\u0131\u015f\u0131lmal\u0131d\u0131r.<\/li>\n<li>\u00c7ocu\u011fun davran\u0131\u015flar\u0131 ile ilgili anekdot tutulmal\u0131d\u0131r.<\/li>\n<li>S\u0131n\u0131fta ilk \u00fc\u00e7 s\u0131radan birine oturtulmal\u0131d\u0131r (duvar kenar\u0131, yan\u0131na onu kontrol edebilecek biri olmal\u0131).<\/li>\n<li>\u00c7ocu\u011fun yan\u0131nda olumsuz davran\u0131\u015flar\u0131 ile ilgili asla konu\u015fulmamal\u0131d\u0131r.<\/li>\n<li>Konu\u015furken c\u00fcmlesi tamamlanmamal\u0131d\u0131r.<\/li>\n<li>Kendi i\u015flerini kendisinin yapmas\u0131 i\u00e7in f\u0131rsat tan\u0131nmal\u0131d\u0131r.<\/li>\n<li>Konu\u015fmuyor diye s\u00f6z hakk\u0131 vermemezlik edilmemelidir.<\/li>\n<li>Yaz\u0131l\u0131 ve s\u00f6zl\u00fc yoklamalar\u0131 test tipinde ya da \u201cevet\u201d, \u201chay\u0131r\u201d \u015feklinde yap\u0131lmal\u0131d\u0131r.<\/li>\n<li>\u00c7izgisiz defteri geni\u015f aral\u0131klar \u00e7izdirerek kulland\u0131r\u0131lmal\u0131d\u0131r.<\/li>\n<li>Soru c\u00fcmlelerinin sat\u0131rlar\u0131 geni\u015f olmal\u0131d\u0131r.<\/li>\n<li>D\u00fczg\u00fcn yazmaya zorlanmamal\u0131d\u0131r.<\/li>\n<li>\u00d6\u011fretilecek bilgiler g\u00f6rsellerle sunulmal\u0131 ve somutla\u015ft\u0131r\u0131lmal\u0131d\u0131r.<\/li>\n<li>Dikkatleri da\u011f\u0131ld\u0131\u011f\u0131 i\u00e7in belli aral\u0131klarla s\u0131n\u0131ftan \u00e7\u0131kmas\u0131na izin verilmelidir.<\/li>\n<li>Teneff\u00fcslerde yan\u0131nda onu g\u00f6zetecek birinin olmas\u0131na dikkat edilmelidir.<\/li>\n<li>\u00d6zel yetenekli derslerinde s\u0131n\u0131f d\u0131\u015f\u0131na \u00e7\u0131kar\u0131lmamal\u0131d\u0131r.<\/li>\n<li>S\u0131n\u0131ftan \u00e7\u0131kt\u0131ktan sonra tekrar s\u0131n\u0131fa d\u00f6nece\u011fi \u00f6\u011fretilmelidir.<\/li>\n<li>S\u0131n\u0131ftaki di\u011fer \u00f6\u011frenciler ile i\u015fbirli\u011fi i\u00e7inde \u00e7al\u0131\u015f\u0131lmal\u0131d\u0131r.<\/li>\n<li>Ac\u0131ma duygusu ile yakla\u015f\u0131lmamal\u0131d\u0131r.<\/li>\n<li>Di\u011fer \u00e7ocuklara uygulanan kurallar ona da uygulanmal\u0131d\u0131r.<\/li>\n<li>Dikkatini toplamak i\u00e7in \u201cBana bak\u201d komutu verilerek \u00e7enesinden tutulup bakmas\u0131 sa\u011flanmal\u0131d\u0131r.<\/li>\n<li>K\u0131sa komutlarla net s\u0131n\u0131f kurallar\u0131 konulmal\u0131d\u0131r.<\/li>\n<li>Yapabilece\u011fi g\u00f6revler verilmelidir.<\/li>\n<li>Olumlu her davran\u0131\u015f\u0131 \u00f6d\u00fcllendirilmelidir.<\/li>\n<li>Geri d\u00f6n\u00fctler i\u00e7in uzun s\u00fcre ge\u00e7ebilmekte bu y\u00fczden sab\u0131rl\u0131 olunmal\u0131d\u0131r.<\/li>\n<li>Kokuya kar\u015f\u0131 duyarl\u0131 olduklar\u0131ndan, \u00f6\u011fretmenler \u00f6\u011frencinin duyarl\u0131 oldu\u011fu kokular\u0131 tan\u0131y\u0131p bu konuda \u00f6nlem almal\u0131d\u0131rlar.<\/li>\n<li>Sen &#8211; ben zamirleri \u00e7al\u0131\u015f\u0131lmal\u0131d\u0131r.<\/li>\n<li>D\u00fcn, bug\u00fcn, yar\u0131n, \u00f6nce, \u015fimdi, sonra, g\u00fcn, ay, y\u0131l, mevsim gibi s\u0131ralamalar \u00e7al\u0131\u015f\u0131lmal\u0131d\u0131r.<\/li>\n<li>Etkinlik ba\u015flatma ve sonland\u0131rma becerileri \u00e7al\u0131\u015f\u0131lmal\u0131d\u0131r.<\/li>\n<li>Soyut s\u00f6zc\u00fckler, mecaz kelimeler, deyimler, atas\u00f6zleri derslerde kullan\u0131lmamal\u0131d\u0131r.<\/li>\n<\/ul>\n<p><b>Anne Babaya \u00d6neriler<\/b><\/p>\n<ul>\n<li>\u00c7ocu\u011fun otizmli oldu\u011fu \u00f6\u011frenildi\u011finde zaman kaybetmeden bir uzmana (psikolog, psikolojik dan\u0131\u015fman, \u00f6zel e\u011fitim \u00f6\u011fretmeni vb.) ba\u015fvurulmas\u0131 ve e\u011fitime ba\u015flanmas\u0131 gerekmektedir.<\/li>\n<li>Su\u00e7luluk, k\u0131zg\u0131nl\u0131k ve reddetme gibi olumsuz duygulardan ka\u00e7\u0131n\u0131lmal\u0131d\u0131r.<\/li>\n<li>\u00c7ocu\u011fu okula ya da e\u011fitim merkezine al\u0131\u015ft\u0131rmak i\u00e7in evde \u00e7ocu\u011fun odas\u0131na ya da uygun bir yere okulun veya e\u011fitimcisinin foto\u011fraf\u0131n\u0131n as\u0131lmas\u0131na, okula giderken sevdi\u011fi oyunca\u011f\u0131 yan\u0131nda g\u00f6t\u00fcrmesine izin verilmelidir.<\/li>\n<li>\u00c7ocuk okuldan ya da e\u011fitim merkezinden zaman\u0131nda al\u0131nmal\u0131d\u0131r.<\/li>\n<li>E\u011fitimci \u00e7ocu\u011fun ya\u015fad\u0131\u011f\u0131 olumlu ve olumsuz b\u00fct\u00fcn olaylardan haberdar edilmelidir.<\/li>\n<li>\u00c7ocuk, k\u00fc\u00e7\u00fck ya\u015flardan itibaren sosyal \u00e7evreye \u00e7\u0131kar\u0131lmal\u0131; \u00e7evrenin de \u00e7ocu\u011fu tan\u0131mas\u0131 ve kabul etmesine yard\u0131mc\u0131 olunmal\u0131d\u0131r.<\/li>\n<li>\u00c7ocu\u011fun ba\u015far\u0131lar\u0131 her zaman \u00f6v\u00fclmelidir.<\/li>\n<li>Okulda \u00f6\u011frenilen kavram ve beceriler evde tekrar edilmelidir.<\/li>\n<li>\u00d6\u011fretmeni ile i\u015fbirli\u011fi i\u00e7inde \u00e7al\u0131\u015f\u0131lmal\u0131d\u0131r.<\/li>\n<li>K\u00fc\u00e7\u00fck ya\u015flardan itibaren \u00e7ocu\u011fun tepkileri iyi \u00f6l\u00e7\u00fclmelidir.<\/li>\n<li>Basit y\u00f6nergeler (al, getir, koy vb.) verilmelidir.<\/li>\n<li>\u00c7ocu\u011fun al\u0131\u015f\u0131k oldu\u011fu d\u00fczen de\u011fi\u015ftirilmemelidir.<\/li>\n<li>Ev ortam\u0131nda a\u015f\u0131r\u0131 derecede uyaran bulunmamal\u0131d\u0131r. (renkli dolaplar, t\u00fcyl\u00fc hal\u0131lar, \u00e7ama\u015f\u0131r makinesi saklanmal\u0131d\u0131r vb.)<\/li>\n<li>Televizyon ve bilgisayarla s\u0131n\u0131rl\u0131 s\u00fcrede zaman ge\u00e7irmelidir.<\/li>\n<li>E\u011fitime yeni ba\u015fland\u0131\u011f\u0131nda evde taklit, y\u00f6nerge takip, e\u015fleme, ileti\u015fim ve sosyal beceriler \u00e7al\u0131\u015f\u0131lmal\u0131d\u0131r.<\/li>\n<li>Kokuya kar\u015f\u0131 duyarl\u0131 olduklar\u0131ndan dolay\u0131 evin ve \u00e7ocu\u011fun kendi ki\u015fisel temizliklerine dikkat edilmelidir.<\/li>\n<li>\u00d6\u011fretmenin \u00e7al\u0131\u015ft\u0131\u011f\u0131 sosyal becerilerden g\u00f6z temas\u0131 kurma, tan\u0131mad\u0131\u011f\u0131 ki\u015filerle selamla\u015fma-vedala\u015fma ve ilk kez girdi\u011fi ortama uyum sa\u011flama becerileri evde ve farkl\u0131 ortamlarda da \u00e7al\u0131\u015f\u0131lmal\u0131d\u0131r.<\/li>\n<li>\u00c7ocu\u011fun ilk e\u011fitim ortam\u0131 ev olmal\u0131 ve \u00f6z bak\u0131m becerileri ev ortam\u0131nda da \u00e7al\u0131\u015f\u0131lmal\u0131d\u0131r.<\/li>\n<li>Ba\u015flang\u0131\u00e7ta \u00e7ocu\u011fa verilen sorumlulu\u011fu tam anlam\u0131yla ger\u00e7ekle\u015ftirmesi beklenmemelidir.<\/li>\n<li>B\u00fcy\u00fcd\u00fck\u00e7e davran\u0131\u015flarda biraz dura\u011fanl\u0131k g\u00f6r\u00fclebilir ancak davran\u0131\u015flar t\u00fcm\u00fcyle yok olmaz.<\/li>\n<li>Ya\u015fam boyunca tamamen ba\u011f\u0131ms\u0131z olamazlar. Ya\u015famlar\u0131n\u0131n her d\u00f6neminde g\u00f6zetime ihtiya\u00e7 duyacaklard\u0131r.<\/li>\n<\/ul>\n<p><a href=\"http:\/\/blog.okulistik.com\/wp-content\/uploads\/2015\/01\/Screen-Shot-2015-01-13-at-17.17.48.png\"><img loading=\"lazy\" class=\"aligncenter size-medium wp-image-363\" src=\"http:\/\/blog.okulistik.com\/wp-content\/uploads\/2015\/01\/Screen-Shot-2015-01-13-at-17.17.48-300x105.png\" alt=\"Screen Shot 2015-01-13 at 17.17.48\" width=\"300\" height=\"105\" srcset=\"https:\/\/www.okulistik.com\/blog\/wp-content\/uploads\/2015\/01\/Screen-Shot-2015-01-13-at-17.17.48-300x105.png 300w, https:\/\/www.okulistik.com\/blog\/wp-content\/uploads\/2015\/01\/Screen-Shot-2015-01-13-at-17.17.48-222x77.png 222w, https:\/\/www.okulistik.com\/blog\/wp-content\/uploads\/2015\/01\/Screen-Shot-2015-01-13-at-17.17.48-320x111.png 320w, https:\/\/www.okulistik.com\/blog\/wp-content\/uploads\/2015\/01\/Screen-Shot-2015-01-13-at-17.17.48-207x72.png 207w, https:\/\/www.okulistik.com\/blog\/wp-content\/uploads\/2015\/01\/Screen-Shot-2015-01-13-at-17.17.48.png 666w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Otizm Sosyal etkile\u015fim, s\u00f6zel ve s\u00f6zel olmayan ileti\u015fim, ilgi ve etkinliklerdeki s\u0131n\u0131rl\u0131l\u0131\u011f\u0131 erken \u00e7ocukluk d\u00f6neminde ortaya \u00e7\u0131kan ve bu \u00f6zellikleri nedeniyle \u00f6zel <a class=\"read-more\" href=\"https:\/\/www.okulistik.com\/blog\/?p=305\">[&#8230;]<\/a><\/p>\n","protected":false},"author":1,"featured_media":320,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[33],"tags":[31],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v17.0 - 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