An examination of characters with special needs in juvenile books

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dc.authorid0000-0003-2876-4734en_US
dc.authorid0000-0002-2691-6397en_US
dc.authorid0000-0003-1922-0161en_US
dc.authorid0000-0002-7733-1890en_US
dc.contributor.authorÖztürk, Hüseyin
dc.contributor.authorAfacan, Kemal
dc.contributor.authorCeylan, Mustafa
dc.contributor.authorKırcı, Ali
dc.date.accessioned2024-12-11T10:51:00Z
dc.date.available2024-12-11T10:51:00Z
dc.date.issued2024
dc.departmentAÇÜ, Eğitim Fakültesi, Özel Eğitim Bölümüen_US
dc.departmentAÇÜ, Eğitim Fakültesi, Türkçe ve Sosyal Bilimler Eğitimi Bölümüen_US
dc.description.abstractIntroduction: Juvenile books are useful tools to increase young people's knowledge and sensitivity about individuals with special needs. In particular, the books that are structured in a qualified way and that appeal to the world of young people will be useful in establishing healthy communication bridges between individuals with typical development and individuals with special needs. For this reason, it is important to identify qualified books on individuals with special needs. In this research, we examined the books that include individuals with special needs as characters in terms of their structure, depiction, and developmental characteristics. Method: The study utilized document analysis model, one of the qualitative research methods, in which we examined the characters with special needs according to various criteria. We evaluated thirty-eight books in the study. While identifying the books, we sought that they appealed to juvenile and included at least one character with special needs. We analyzed the books with the content analysis technique. Results: Results showed eleven different disability types in the 38 books. Of these, 10 were visual impairment, 11 were physical disabilities, six were hearing impairment, six were intellectual disability, six were autism spectrum disorder (ASD), five were cerebral palsy, three were speech and language disorders, three were gifted, one was specific learning disability, one was attention deficiency and hyperactivity disorder, one was a physical disorder. In 33 books, characters had positive depictions; 33 characters had dynamic characteristics, and all of the books had realistic fiction except two. Discussion: The results of the study differ from the studies in the literature in terms of the variety of special needs of the characters. In terms of the reality of the fictions, the results overlap with the studies in the literature. The rate of dynamic characters in the books that are the subject of this research is higher than past studies. The results regarding the relationship between the characters with special needs and their peers are also consistent with the results of the studies on the topic.
dc.identifier.doi10.21565/ozelegitimdergisi.1169600
dc.identifier.endpage32en_US
dc.identifier.issn1304-7639
dc.identifier.issue1en_US
dc.identifier.startpage17en_US
dc.identifier.urihttp://dx.doi.org/10.21565/ozelegitimdergisi.1169600
dc.identifier.urihttps://hdl.handle.net/11494/5181
dc.identifier.volume25en_US
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.language.isoenen_US
dc.publisherAnkara Üniversitesien_US
dc.relation.ispartofAnkara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectJuvenileen_US
dc.subjectBooken_US
dc.subjectCharacteren_US
dc.subjectDisabilityen_US
dc.subjectSpecial Needsen_US
dc.titleAn examination of characters with special needs in juvenile booksen_US
dc.title.alternativeİlk gençlik çağı romanlarında özel gereksinimli karakterlerin incelenmesien_US
dc.typeArticle

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