The influences of the education of the visual arts over the down syndrome children (Diyarbakır sample)

The purpose of this research is to find out the influences of the education of the visual arts over the down syndrome children.The concept of this research formed among the children of Private Berfin Special Education and Rehabilitation Center, Private Duygu Special Education and Rehabilitation Center, Private Rengin Special Education and Rehabilitation Center, Private Bir Yaklaşım Special Education and Rehabilitation Center and finally Private Ayten Elyesa Practical Education and Training Center in the province of Diyarbakır.This research randomly chose 44 students with Down syndrome whose ages vary between 7 and 35. This research took 45 hours a week for 11 weeks to complete. 33 hours used to practice with students and 12 hours used to get advice from specially trained educators about the education of visual arts. At the practical phase of the qualitative research methods, student observation forms and special trainer interview forms have been used.According to the statistical data obtained as a result of research: the behavior of the children with DS in the classroom, before and during the course and at the end of the course were not disruptive behavior, the y immediately start to make pictures and images and they did not appeal to make pictures, has been determined. It has been observed that, children with DS did not ask for any help neither from their friends, nor from their teachers at the beginning and during making the pictures. Children shared their drawing materials with their friends and did not get to bored during making pictures. It has been detected that a child with DS did not damaged either any of the materials one used before during and after making the pictures, or the pictures they made. Most of the children with DS completed their pictures. showed their pictures to their friends and collected the materials they used after they complete the pictures. Most of the children with DS didn?t keep their pictures with themselves.The rates of the happy students are 9, 1% before they had started to draw pictures: the rate has been increased to 32% during the drawing and reached to 45% after they had completed drawing the pictures. The rate of behavior of children such as unstableness, anxiousness and nervousness were 27%, 16%, 4.5% before they started painting. These rates have changed to 18%, 4.5% and 0% during the painting and the ratios of these behaviors reached to 4.5%, 2.3, and 0% after the pictures have been completed. The rate of the happiness observed were 43%, 45% and 48%.When the students general distribution examined for the teachers who did not use any reinforcement, while students drawing, 9.1% is very happy and 61% is happy. After using the reinforcement the ratio of very happy increased to 66% and the ratio of happy decreased 30%. The results showed most of the students were happy. The rate of the unstableness, anxiousness and nervousness were determined as in the order of 25%. 2.3% and 2.3% before the teachers used reinforcement. This rate changed to 2.3%, 2.3% and 0% after the teachers used reinforcement.12 professional trainers have been interviewed at the schools of this research; the questions for the interviews were consisting of three different sections. At first section, personal information, at the second section, the ideas of special trainers about visual arts education and at the third section, how the visual arts education helped with the Down syndrome children were discussed. Teachers whom graduated from special training schools with 3 to 15 years experience show that: visual art education should be taken by all disabled people including children especially with Down Syndrome.