Cerebral palsyli çocuklar için geliştirilebilecek eğitici araçlar
Başlık çevirisi mevcut değil.
- Tez No: 53601
- Danışmanlar: PROF.DR. ALYANAK ŞERMİN
- Tez Türü: Sanatta Yeterlik
- Konular: Endüstri ve Endüstri Mühendisliği, Güzel Sanatlar, Industrial and Industrial Engineering, Fine Arts
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1996
- Dil: Türkçe
- Üniversite: Marmara Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 94
Özet
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Özet (Çeviri)
ABSTRACT Because of abnormal physical, emotional and social particularites some people may not be able to use regular educational services. We call them“cerebral palsy person or children”. Special activites and services for this kind of persons called“Special Education”. There are expectional children who are in need of special education because of their intellectual, emotional, social, sensory, nerve and physical features which show difference from normal children's. Although being spastic or handicapped is regarded as having abnormal characteristics, it doesn't effect individual's normal life all the time. An individual who doesn't need anyone to cany on daily activities can be considered as normal. If a defect prevents the individual from adapting the life and interrupts the individual's daily activities, then it is chronic. There are 2 main regural defects: First“Intensec”and second group“Extrensec”. There are many kinds of C.P.S.“Epilepsy”,“Aphasia”, and“Cerebral Palsy”are major ones. The American Cerebral Palsy Academy defines“Cerebral Palsy”as a state of paralysis which is result of a brain defect; any defect in main nerve system; abnormality in motor functions and movement. C.P. is first defined by Little in 1843 and called“Little Illness”. C.P. is a general name for a defect which includes many types such as Spastic, Attetoid, Attactic, Hypotenic and Mixed type. A child with C.P. needs toys and games as much as a normal child. This kind of children are Puite slow in moving because of the nature of the disease, intherefore. Their games should be ePually slow. Beside games and toys, Beside games and toys various aiding tools such as prothesis and orthesis are also very useful. Toys for children with C.P. must be different from the regular ones since they effect the children with different volumes. Since a regular toy can not be played with by a child with C.P., this matter has been studied on by expert stylist and special educators. For instance, if the toy is a bicyle, it must have belts for safety, a different seat and definetely side tires. For this reason, children with C.P. must have specially designed toys and tools besides special education. This is a new research area which its importance started realized in Türkiye. Studies on designition are even newer. Now designs will be brought out as a result of a cooperation among experts, special educators and parents who ave infinite experience and could give continious support. IV
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