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Objective

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.

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Objective

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  1. FP7 COST ES0803I LOVE MY SUN- 2An Outreach Activity in EuropeAn exercise on the training of school children with and without Autism Spectrum Disorder of age group 7-15 years Kazım Özcan1, Cengiz Özan2, Gönül Arslanbaş3, Leylifer Karakul3, Yeşim Parlak4, Hüsniye Akkuş4, Sariye Aykut4, Meriç Eda Karabaş4, Barış Korkmaz5 , Yurdanur Tulunay6, Ersin Tulunay7, Efe Karamancı6,, Bahar Karakaş8, Ayşe Çizmecioğlu6 (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, Belgium 1

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

  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 3 FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium

  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. 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) 5 FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium

  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 6 FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium

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

  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 8 FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium

  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 9 FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium

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

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

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

  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) 13 FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium

  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 14 FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium

  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) 15 FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium

  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 16 FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium

  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 17 FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium

  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) 18 FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium

  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 19 FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium

  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 20 FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium

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

  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) 22 FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium

  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 23 FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium

  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. Action(2nd of Nov. 2009)Table 1. Participiants 25 FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium

  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 26 FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium

  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 27 FP7 COST ES0803 MCM; 16-17 Nov. 2009; Brugge, Belgium

  28. Action(2nd of Nov. 2009)Table 2. Questionnaire to be filled in by OÇEM (W ASD) Teachers 28 FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium

  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 29 FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium

  30. Results Table 3. (Evalution on the W ASD Children by their teachersOÇEM 30 FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium

  31. Results Table 3- i Participants who answered YES 31 FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium

  32. Results Table 3- ii Participants who answered NO 32 FP7 COST ES0803 MCM; 16-17 Nov.2009; Brugge, Belgium

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

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

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

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

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

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

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

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

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

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

  43. SA (12-15 yr) OÇEM,M Before Figure 11. After

  44. YK (12-15 yr) OÇEM, M Before Figure 12. After

  45. 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 :

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