Assessment of social development properties of trainable children with mental disabilities in Adana

This study was made with a view to seek social development properties of trainable children with mental disabilities (EZEÇ) who continue to government agencies in Adana and distribution of their social development properties in terms of various factors.Study was conducted at Niyazi Ekerbiçer Primary School at 2006-2007 academic year. Sample of study consists of 81 students who were diagnosed as trainable person with mental disabilities by Adana Guidance Research Centre and continues to this school. Opinion of teachers and guardians were taken at the assessment of social developments of students. Personal information forms and teacher and guardian observation form for social development properties were used at the obtainment of data.Study is descriptive action at detection model. Analysis was made by seeking frequency distributions at comparison of findings obtained.In conclusion;A. According to opinion of teachers;1. When social development properties of trainable children with mental disabilities were examined in terms of sex variable; it was observed that men are more successful by minor difference whereas rates of individual and interindividual social skills were close in each group. Skills regarding society were observed at higher rates at male students, whereas female students are successful in daily life skills.2.When social development properties of trainable children with mental disabilities were examined in terms of age variable; individual and interindividual social skills were occurred in the age range of 6-12 and daily life skills and skills regarding society were occurred in higher rates in the age range of 13-18.3.When social development properties of trainable children with mental disabilities were examined in terms of receiving or unreceiving early childhood education; response of no was experienced whereas rates of individual and interindividual social skills were close in each group. Students who were not received early education were found more successful in implementing of daily life skills and skills regarding society.4.When social development properties of trainable children with mental disabilities were examined in terms of guardian educational level; those who has high school and university graduate guardian were found more successful in implementing of daily life skills and skills regarding society whereas student who has primary education graduate guardian are successful at individual and interindividual social skills.5.When social development properties of trainable children with mental disabilities were examined in terms of guardian level of income; individual and interindividual social skills and daily life skills are more successful at children who has family whose monthly income is in between 410-600 YTL; skills regarding society are more successful at children who has family whose monthly income is in between 410-600 YTL and 850 YTL or more.B. According to opinion of guardians;1. When social development properties of trainable children with mental disabilities were examined in terms of sex variable; it is seen that individual and interindividual social skills and daily life skills were implemented by female students at higher rates; skills regarding society were implemented by male students at higher rates.2.When social development properties of trainable children with mental disabilities were examined in terms of age variable; age range of 13-18 were found more successful in implementing of individual and interindividual social skills, daily life skills and skills regarding society.3.When social development properties of trainable children with mental disabilities were examined in terms of receiving or unreceiving early childhood education; response of yes was experienced whereas rates of individual and interindividual social skills were close in each group. Students who were not received early education were found more successful in implementing of daily life skills and skills regarding society.4.When social development properties of trainable children with mental disabilities were examined in terms of guardian educational level; those who has high school graduate guardian were found more successful in implementing of daily life skills and skills regarding society whereas student who has primary education graduate guardian are successful at individual and interindividual social skills.5.When social development properties of trainable children with mental disabilities were examined in terms of guardian level of income; children who has family whose monthly income is in between 410-600 YTL were found more successful in implementing of individual and interindividual social skills; those who has family whose monthly income is minimum wage and in between 410-600 YTL were found more successful in implementing of skills regarding society and daily life skills.C. When teacher and guardian opinions which were taken in respect to social development properties of trainable children with mental disabilities were compared; response of yes were experienced at higher rates at opinions taken by teachers in implementing of individual and interindividual social skills, skills regarding society and daily life skills.Keywords: Trainable person with mental disabilities, Social Development, Social Skill