The Necessity for Visual Arts Education in Children with Special Needs  

Oleh:

ÜNALAN, H. Turgay ; ÇIGIR, Ebru

Jenis: Article from Proceeding
Dalam koleksi: The International Symposium on Social Sciences (TISSS) and Hong Kong International Conference on Education, Psychology and Society (HKICEPS) at Hongkong, December 2013, page 819-823.
Topik: Education; Art Education; Special Education; Visual arts education
Fulltext: Hong Kong-Conference 130.pdf (333.14KB)

Isi artikel

The term “children with special needs” covers the children with learning or behavioral disorders, physiological or sensory deficiencies as well as the ones with special and superior abilities (Eripek,2007:3). Turkey is one of the few countries in the world where the rate of these children in the population is not known. According to an estimation by World Health Organisation (WHO) made in the child warning report, in Turkey, 12 % of total population are disabled. This means that there are 9 million children disabled or with special need in the age group 0 – 18. On the other hand, according to the data provided by Ministery of Education there are in total one million a hundred thousand disabled children, 45 thousand of whom are seeing and 130 thousand hearing impaired; 500 thousand mentally handicapped and 300 thousand disabled. The schooling rate among disabled children is about 2% and the number of disabled children who had primary education including special needs education is 28 thousand. In accordance with this data, educational environment based on data, content, and programs for the education of children with special needs are in need of intensive and systematic manner. One of the objectives of art education, which has an important place in special education, is that its contributeion to the development of the child. In this manner visual arts education, which might emerge at every walks of life, is a part of life. From the experiences of visual arts education classes, visual arts education should be considered as a process that contributes to the perception of life of the individual to adapt to life from a young age (Özsoy, 2007: 39). Visual arts education is an important tool to provide support in school education and in this regard a facilitator to develop social integration in the educational process. This study is carried on in order to clarify what visual arts education means for the children with special needs, and what it contributes to these children as well as its importance. In the study document analysis technique, aqualitative research method, has been used. Furthermore, it has been emphasised that, visual arts education in the education of children with special needs should be included at every stage, every sense of the visual arts contribute to the development of children, in the special education curriculum course hours should be increased and when we think of the rate of children with special needs in the world and in Turkey, it is necessary in every aspect.

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