İki Kere Farklı Çocuklara Yönelik Özgün Bir Gelişimsel Müdahale Programı: Bir Eylem Araştırması

Abstract

Gifted children may have various conditions such as behavioral problems, learning difficulties, attention deficit-hyperactivity, and sensory integration disorders. The concept of "twice exceptional" is used in the literature to describe children with dual diagnosis accompanying giftedness. Twice exceptional children are known to experience difficulties in social, emotional and academic terms. The purpose of this research is to discover what kind of developmental assessments and interventions for 2e children, their families and teachers can be conducted. Technical/Scientific/Collaborative Action Research, one of the action research designs, which is a qualitative research method, is used in this research. The data sources of the research include practitioner notes, interviews, observation forms, and document review. The sample of the study is determined by criterion sampling, one of the purposive sampling methods used in qualitative research. Based on the theoretical sampling criterion, the sample size of this study includes three children who meet the specified criteria. The research procedure had two phases; developmental assessment and intervention. data collaction and anlysis was conducted synchronously with the intervention program. With this intervention plan, the development of twice-exceptional children, a neglected group in the education system, has been addressed and supported. Supporting twice exceptional children in accordance with their developmental profiles and priorities resulted in a decrease in behavioral problems, a decrease in tics, an increase in emotional expressions and an increase in academic achievement. The findings of this original intervention program prepared and applied is observed to be beneficial for profesionals, researchers, teachers, families and finally the children themselves.