1 FP7 COST ES0803 I LOVE MY SUN- 2 An Outreach Activity in Europe An exercise on the training of school children with and without Autism Spectrum Disorder.

... konulu sunumlar: "1 FP7 COST ES0803 I LOVE MY SUN- 2 An Outreach Activity in Europe An exercise on the training of school children with and without Autism Spectrum Disorder."— Sunum transkripti:

1 1 FP7 COST ES0803 I LOVE MY SUN- 2 An Outreach Activity in Europe An exercise on the training of school children with and without Autism Spectrum Disorder of age group 7-15 years Kazım Özcan 1, Cengiz Özan 2, Gönül Arslanbaş 3, Leylifer Karakul 3, Yeşim Parlak 4, Hüsniye Akkuş 4, Sariye Aykut 4, Meriç Eda Karabaş 4, Barış Korkmaz 5, Yurdanur Tulunay 6, Ersin Tulunay 7, Efe Karamancı 6,, Bahar Karakaş 8, Ayşe Çizmecioğlu 6 (1, 2, 3, 4) Kütükçü Alibey Primary School; Principle; Network Administrator; Art Teacher; OÇEM Teacher (5) Istanbul University Cerrahpaşa Faculty of Medicine, İstanbul (6,7,8 )Dept. of Aerospace Eng.; Dept of Electrical and Electronics Eng.; Dept of Sociology; METU / ODTÜ,Ankara FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium1

2 2 Objective To extend and continue "I Love My Sun" in accordance with MOU COST of ES0803 FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium 2

3 3 Relevance • IHY • Sun chosen as the subject of interest • School children of 7-15 yrs in Ankara WITH (W) AUTISTIC SPECTRUM and WITHOUT (Wout) AUTISTIC SPECTRUM DISORDER (ASD) • An extension to European scale FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium 3

4 4 FP6 SWEETS / IHY / COST 724 “I LOVE MY SUN” (An outreach Activity in Turkey: Space Weather and Sun as conceived by School Children of age 7-11) Altogether, there were 51 students involved in the exercise. There were 9 shortlist children paintings of Sun and Sun – Earth relation.

5 5 Impact • To create some awareness on space weather among the school children in Europe • To have the school children feel themselves as part of a global scientific community in particular the European Research Area (ERA) FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium 5

6 6 Impact • May establish any form of liaison with the UN/UNICEF and/or internationally linked activities • To integrate any relevant framework borne European actions FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium 6

7 7 Introduction • Space Technology has been part of our daily life • Advanced technology of our time is vulnerable to SpW events FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium 7

8 8 Introduction • Human roles and activities in space are increasing at a rapid rate e.g, Int. Space Lab. • Plans of a base station on Moon; manned missions to Mars are not themes of science fiction any more FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium 8

9 9 Introduction • Children of today will be the flag carriers of tomorrow • School children W and Wout ASD were chosen to be important target group FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium 9

10 10 Introduction ASD’s are gathered under the rubric of “Pervasive Developmental Disorders” (ICD-10 WHO, 2007 version) which comprimise “a group of disorders” such as childhood autism, Asperger syndrome etc., characterized by FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium 10

11 11 Introduction • qualitative abnormalities in reciprocal social interactions and • in patterns of communication and • by a restricted, stereotyped, repetitive repertoire of interests and activities

12 12 Introduction These qualitative abnormalities are a pervasive feature of individual's functioning in all situations FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium 12

13 13 Introduction • ASD cover a broad variability of severity. Seen in approximately every 1/160 children where typical cases are seen in 1/500 (Fombonne, 2005) • It is estimated that there are (25-30) K individuals with autistic features in Turkey (WHO) FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium 13

14 14 Introduction • In fact, autism broad phenotype or some types of Asperger syndrome includes normal or intelligent people (usually computer scientists etc) display mild or subliminal autism features (Bailey et al., 1988) • Hence the number of children with autistic features should be much higher FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium 14

15 15 Introduction • Some of them are not diagnosed and are able to continue their education with so called “normal” children but with some behavioural/learning problems (Bhaumik et al., 1997) FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium 15

16 16 Introduction • Some of them have high IQ and are able children (Frith,1993; Frith,1999) • So that they are eventually mainstreamed or • Eventually integrated to normal schools FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium 16

17 17 Introduction • Some have savant skills and more successful in natural science and mathematics and engineering (Baron-Cohen et al., 2001) • Some are placed in special schools as they cannot keep up W curriculum but W some abilities FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium 17

18 18 Introduction • Possibilities for educational intervention and counseling are relatively insufficient in countries like Turkey despite a recent growing official, public and academic interest • Currently there are 150 W ASD being educated in different schools all over the country (M.E.B) FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium 18

19 19 Introduction May be possible to provide some skills that children W ASD need to pursue an independent life: •A higher level of ACHIEVEMENT as well as •A better ADAPTATION including •Amelioration of some BEHAVIOURAL problems FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium 19

20 20 Introduction Might be provided by choosing the appropriate education methods and tools Eventhough, autism can not be CURED by medical agents : • TRAINING and • SPECIAL education have become the gold standard of INTERVENTION METHOD FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium 20

21 21 Introduction May also yield to the development of UNDERSTANDING and EXPRESSING of EMOTIONS such as, • LOVE • PATIENCE • UNDERSTANDING FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium 21

22 22 Introduction By taking into consideration characteristics of CHILDREN W ASD and their PEDAGOGICAL needs, an exercise on training of THEM has been organized in 3 different development stages: AGES (3–6); (7–11); (12–15) yrs since 1989 in Turkey (M.E.B) FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium 22

23 23 Action ( 2nd of Nov. 2009) A Preliminary Case Study Kütükçü Alibey İlköğretim Okulu (a Primary State School) hosts some CHILDREN W ASD as part of training programs of M.E.B in Ankara FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium 23

24 24 Action (2nd of Nov. 2009) Schedule of children W ASD in this school spend: • 2 h/day : individual training • 2 h/day : group therapy • 2 h/day : training together W children Wout ASD School was visited, met with children and teachers FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium

25 25 Action (2nd of Nov. 2009) Table 1. Participiants FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium 25 7-11 yrs12-15 yrsTotal FemaleMaleFemaleMale W ASD (OÇEM) Ç SÇ AK DD B S B (LEFT) S A YK Sub-total1 2(-1) 137 (-1) Wout ASD DEMİRAY, GülcanBULUT, MustafaDALAKKESEN, Tuğçe ŞENOL, İremGÜNDÜZ, Muratcan SARIKAYA, Adil Sub-total23106 Total35 (-1) 2313 (-1) Grand-total 8 (-1) 5 13 (-1)

26 26 Action (2nd of Nov. 2009) • Children were asked to draw Sun / Space Weather / Sun – Earth Relations as they percieve it • A basic lecture of 40 min. on Sun, Space Weather were delivered to them FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium 26

27 27 Action (2nd of Nov. 2009) • A brain storming session during which the students are expected to be interactive and ask questions if they had any performed • Students were asked to paint/draw/plot the Sun again FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium 27

28 28 Action (2nd of Nov. 2009) Table 2. Questionnaire to be filled in by OÇEM (W ASD) Teachers EvetHayırAçıklama 1. Öğrenci yeterince etkin miydi? 2. İletişim için yararlı konuşma yaptı mı 3. İletişim için daha çok konuşmayı mı seçti? 4. Alıcı dil becerisine sahip mi? 5. İfade edici dil becerisine sahip mi? 6. Dil düzeyi yetersiz ama yüksek IQ 7. Dil düzeyi yeterli ama düşük IQ 8. Zeka geriliği var mıydı? 9. Göz göze gelme yeterli miydi? 10. Yeterli uzunlukta dikkatini toplayabildi mi? 11. Çok sık istemdışı hareket yaptı mı? 12. Dikkati dağıtacak kadar tekrarlayan hareket yaptı mı? FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium 28

29 29 (Context of the questions of the Table 2) MAJOR CHARACTERISTIC OF CHILDREN WITH AUTISM SPECTRUM DISORDER WHO PARTICIPATED IN THE PROJECT • They were all high functioning • Hence they had some useful speech for mutual communication.They had better communication than expression. • They all had sufficient receptive language to carry out the tasks… • They did not have mental retardation or only mild retaration. • There was sufficient eye contact to attend the instructions. • Hence there was a sufficient duration and maintenance of attention • They did not have frequent involuntary movements such as stereotypes that interfered with their attention FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium 29

30 30 Results Table 3. (Evalution on the W ASD Children by their teachers OÇEM ( W ASD ) (7-11) y aş (12-15) y aş Kız ( F )Oğlan ( M )Kız ( F )Oğlan ( M ) EvetHayırEvetHayırEvetHayırEvetHayır Öğrenci yeterince etkin miydi?10011030 İletişim için yararlı konuşma yaptı mı01010112 İletişim için daha çok konuşmayı mı seçti?01010121 Alıcı dil becerisine sahip mi?10101030 İfade edici dil becerisine sahip mi?01011021 Dil düzeyi yetersiz ama yüksek IQ0101 YOK ( NA ) 03 Dil düzeyi yeterli ama düşük IQ0101 YOK ( NA ) 30 Zeka geriliği var mıydı?10101021 Göz göze gelme yeterli miydi?10011021 Yeterli uzunlukta dikkatini toplayabildi mi?01011030 Çok sık istemdışı hareket yaptı mı?01010103 Dikkati dağıtacak kadar tekrarlayan hareket yaptı mı?01010103 FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium 30

31 31 Results Table 3- i Participants who answered YES Kız ( F )Oğlan ( M ) (7-11) y aş (12-15) y aş (7-11) y aş (12-15) y aş ( Total number of W ASD participants ) 11 2 (1 left)3 Öğrenci yeterince etkin miydi?1103 İletişim için yararlı konuşma yaptı mı0001 İletişim için daha çok konuşmayı mı seçti?0002 Alıcı dil becerisine sahip mi?1113 İfade edici dil becerisine sahip mi?0112 Dil düzeyi yetersiz ama yüksek IQ0 YOK ( NA ) 00 Dil düzeyi yeterli ama düşük IQ0 YOK ( NA ) 03 Zeka geriliği var mıydı?1112 Göz göze gelme yeterli miydi?1102 Yeterli uzunlukta dikkatini toplayabildi mi?0103 Çok sık istemdışı hareket yaptı mı?0000 Dikkati dağıtacak kadar tekrarlayan hareket yaptı mı?0000 FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium 31

32 32 Results Table 3- ii Participants who answered NO Kız ( F )Oğlan ( M ) (7-11) y aş (12-15) y aş (7-11) y aş (12-15) y aş ( Total number of W ASD participants ) 11 2 (1 left)3 Öğrenci yeterince etkin miydi? 0010 İletişim için yararlı konuşma yaptı mı 1112 İletişim için daha çok konuşmayı mı seçti? 1111 Alıcı dil becerisine sahip mi? 0000 İfade edici dil becerisine sahip mi? 1001 Dil düzeyi yetersiz ama yüksek IQ 1 Yok ( NA ) 13 Dil düzeyi yeterli ama düşük IQ 1 Yok ( NA ) 10 Zeka geriliği var mıydı? 0001 Göz göze gelme yeterli miydi? 0011 Yeterli uzunlukta dikkatini toplayabildi mi? 1010 Çok sık istemdışı hareket yaptı mı? 1113 Dikkati dağıtacak kadar tekrarlayan hareket yaptı mı? 1113 FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium 32

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38 38 ŞENOL, İrem (7-11 yr), F Before After w out Figure 1.

39 39 DEMİREL, Gülcan (7-11 yr), F w out Before After Figure 2.

40 40 GÜNDÜZ, Muratcan (7-11 yr), M w out Before After Figure 3.

41 41 BULUT, Mustafa (7-11 yr), M w out Before After Figure 4.

42 42 SARIKAYA, Adil (7-11 yr), M w out Before After Figure 5.

43 43 DALAKKESEN, Tuğçe (12-15 yr), F w out Before After Figure 6.

44 44 Ç S (7-11 Yr) OÇEM, F Before After Figure 7.

45 45 Ç A (7-11 yr) OÇEM, M Before After Figure 8.

46 46 K D (12-15 yr) OÇEM, F Before After Figure 9.

47 47 D B (12-15 yr) OÇEM,M Before After Figure 10.

48 48 S A (12-15 yr) OÇEM,M Before After Figure 11.

49 49 Y K (12-15 yr ) OÇEM, M Before After Figure 12.

50 Discussion • A new dimension in outreach by including children W ASD who must be treated great care in societies. • To our knowledge this is the first experiement to reach the children W ASD together with children Wout ASD. • Eventhough, statictically the samples are not big in number the typical characteristics of autism are detected within the contact of SpW :

51 Children W ASD •paid attention to the details rather than global proccessing, local processing ; •an unusual creativeness that nobody could think of •perseveration (sameness- to stuck, persist on the same issue, thought)

52 52 References • Bailey A, Palferman S, Heavey L, Le Couteur A., ‘Autism: The Phenotype in Relatives’, J. of Autism and Developmental Disorders, 28: 369–92 (1998) • Baron-Cohen S, Wheelwright S, Skinner R., Martin J., Clubley E., ‘The autism- spectrum quotient (AQ) : evidence from Asperger syndrome / high functioning autism, males and females, scientists and mathematicians ’, J. of Autism Dev. Disord., 31(1):5-17, 2001. • Bhaumik S.,Branford D.,McGrother C.,Thorp C. ‘Autistic traits in adults with learning disabilities’, British J. of Psychiatry, 170: 502-506, 1997. • COST 724 (http://cost724.obs.ujf-grenoble.fr/)http://cost724.obs.ujf-grenoble.fr/ • FP6 Action SWEETS (http://www.sweets2007.eu/)http://www.sweets2007.eu/ • Frith U., ‘Asperger and his syndrome’, in: Uta Frith. Autism and Asperger Syndrome, Cambridge,1-37, 1993. • Frith U., Autism. Blackwell, 1999. • Fombonne E., ‘Epidemiology of autistic disorder and other pervasive developmental disorders’, J. of Clinical Psychiatry, 66:3-8, 2005. IHY 2007-2009 (http://ihy2007.org/)http://ihy2007.org/ • Otistik Çocuklar Eğitim Programı, T.C. M.E.B Özel Eğitim, Rehberlik ve Danışma Hizmetleri Gen. Müd., Ankara 2000 FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium 52

53 53 Appendix 1 What is space weather (COST 724) • Space weather refers to conditions on the sun and in the solar wind, magnetosphere, ionosphere, and thermosphere that can influence the performance and reliability of space-borne and ground-based technological systems and can endanger human life or health. Solar and geomagnetic events can impact many different sectors that affect our daily lives -- navigation, satellites, communications, pipelines, electric power systems, and human health in space and flight FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium 53

54 54 Appendix 2 • Ankara is the capital of the Turkish Republic • Since 1960’s, like all other main urban regions of Turkey, Ankara has been exposed to rural immigration also • Ankara of 1960’s with less than 1M inhabitants has become a very cosmopolitan impersonal city, inhabitating almost 5M people today FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium 54