INVESTİGATİON OF NATURAL DİSASTER LİTERACY AMONG SPECİAL EDUCATİON DEPARTMENT STUDENTS ACROSS VARİED VARİABLES

Yıl 2024, , 144 - 165, 30.04.2024

Fatma Yıldırım

https://doi.org/10.21764/maeuefd.1405004

Öz

Natural disaster literacy is an important element for preparation and intervention before, during and after natural disasters. Special education department students have this skill and play a leading role in informing students with special needs and their families about natural disasters. Natural disaster literacy levels of special education students were analysed in various variables. The tests used in the analysis; independent sample t-test, anova and ancova tests were used. According to the independent sample t-test, the level of natural disaster literacy in favour of male students of special education department showed a significant difference compared to female students of special education department. ANOVA test, a significant difference was found in favour of 2nd grade special education students in terms of class levels compared to 4th grade special education students. As a result of Ancova test, when psychological resilience is taken into control according to both gender and class level, natural disaster literacy of special education students is at a significant level. It is recommended that courses on natural disaster literacy should be compulsory courses in universities and awareness-raising practices for natural disasters should be carried out with non-governmental organizations, the results are discussed within the scope of the literature.

Anahtar Kelimeler

Natural Disaster, Literacy, Psychological Resilience, Special Education

ÖZEL EĞİTİM BÖLÜMÜ ÖĞRENCİLERİNİN DOĞAL AFET OKURYAZARLIK DÜZEYLERİNİN ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ

Öz

Doğal afet okur-yazarlığı, doğal afet öncesi sırası ve sonrası hazırlık ve müdahale için önemli bir unsurdur. Özellikle özel eğitim bölümü öğrencilerinin bu beceriye sahip olması ile özel gereksinimi olan öğrencilerin ve ailelerinin doğal afetler konusunda bilgilendirilmesinde başrol oynamaktadır. Bundan dolayı özel eğitim bölümü öğrencilerinin doğal afet okur-yazarlık düzeyleri, çeşitli değişkenler açısından incelenmiştir. Araştırmada verilerin analizi için istatiksel paket program kullanılmıştır. Analizde kullanılan testler; bağımsız örneklem t-testi, anova ve ancova testleri kullanılmıştır. Araştırma sonucunda, bağımsız örneklem t-testine göre özel eğitim bölümü erkek öğrencilerin lehine doğal afet okur-yazarlık düzeyinin özel eğitim bölümü kadın öğrencilerinkine göre anlamlı farklılık göstermiştir. Anova testi sonucunda ise sınıf düzeyleri açından 2. Sınıf özel eğitim öğrencilerinin lehine 4. Sınıf özel eğitim öğrencilerinin düzeyinden anlamlı farklılık saptanmıştır. Ancova testi sonucunda hem cinsiyet hem de sınıf düzeyine göre psikolojik dayanıklılık kontrol atına alındığında özel eğitim bölümü öğrencilerinin doğal afet oku-yazarlığı anlamlı düzeydedir. Doğal afet oku-yazarlığa ilişkin derslerin üniversitelerde zorunlu ders olması ve doğal afetlere yönelik farkındalık uygulamaların sivil toplum kuruluşlarıyla yapılması önerilmekle birlikte sonuçlar literatür kapsamında tartışılmıştır.

Anahtar Kelimeler

Doğal Afet, OkurYazarlık, Psikolojik Sağlamlılık, Özel Eğitim

Kaynakça

• AFAD, (2018). Türkiye’de Afet Yönetimi ve Doğa Kaynaklı Afet İstatistikleri. https://www.afad.gov.tr/kurumlar/afad.gov.tr/35429/xfiles/turkiye_de_afetler.pdf (Erişim Tarihi 18.03.2023)
• Below, R.; Wirtz, A.; Guha-Sapir, D. (2009). Disaster Category Classification and Peril Terminology for Operational Purposes; Report No. 264; Université Catholique de Louvain: Louvain-la-Neuve, Belgium; Centre for Research on the Epidemiology of Disasters and Munich Reinsurance Company: Munich, Germany; 20p, Available online: http://hdl.handle.net/2078.1/178845 (Erişim Tarihi: 26.02.2023).
• Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59(1), 20–28. doi: 10.1037/0003-066X.59.1.20.
• Bradshaw, S. (2014). Engendering development and disasters. Disasters, 39(1), 54-75. doi:10.1111/disa.12111
• Burde, D., Kapit, A., Wahl, R. L., Guven, O., & Skarpeteig, M. I. (2017). Education in Emergencies: A Review of Theory and Research. Review of Educational Research, 87(3), 619-658. Doi.org/10.3102/0034654316671594
• Campbell, D.W., Campbell, J.C., Yarandi, H.N., O’Connor, A.L., Dollar, E., Killion, C., Sloand, E., Callwood, G.B., Cesar, N. M., Hassan, M., & Gary, F. (2016). Violence and abuse of internally displaced women survivors of the 2010 Haiti earthquake. International Journal of Public Health, 61(8), 981–992. Doi:10.1007/s00038-016-0895-8
• Canbolat, B. B., Tüydeş, H., Erberik, A., & Karaesmen, E. (2020). Deprem. Ankara, Türkiye: ODTÜ Yayıncılık. Chou, Y. J., Huang, N., Lee, C. H., Tsai, S. L., Chen, L. S., & Chang, H. J. (2004). Who is at risk of death in an earthquake? American Journal of Epidemiology, 160(7), 688-695. Doi: 10.1093/aje/kwh270
• Clive, A., Davis, E. A., Hansen, R., & Mincin, J. (2010). Disability. In B. Phillips, S. Thomas, A. Fothergill, & I. Blinn-Pyke (Eds.), Social vulnerability to disasters (pp. 187-216). Boca Raton, FL: CRC Press.
• Cornia, A., Dressel, K., & Pfeil, P. (2016). Risk cultures and dominant approaches towards disasters in seven European countries. J. Risk Res., 19, 288–304. Doi:10.1088/1755-1315/884/1/012032
• Dai, W., Chen, L., Lai, Z., Li, Y., Wang, J., & Liu, A. (2016). The incidence of post-traumatic stress disorder among survivors after earthquakes: a systematic review and meta-analysis. BMC Psychiatry, 16,188. Doi: 10.1186/s12888-016-0891-9. PMID: 27267874; PMCID: PMC4895994.
• Demir-Yıldız, C., & Demir-Öztürk, E. (2023). Üniversite Öğrencilerinin Depreme İlişkin Metaforik Algıları. Üniversite Araştırmaları Dergisi, 6(3), 308-316. Doi.org/10.32329/uad.1313899
• Demirdelen, S., & Çakıcı, A. B. (2021). İlkokul/Ortaokul Öğretmenlerinin Doğal Afet Okuryazarlık Düzeyleri: Osmaniye İli Örneği. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 10(3), 532 – 541. Doi.org/10.37989/gumussagbil.870607
• Dufty, N. (2018). A new approach to disaster education. Conference: The International Emergency Management Society (TIEMS), Annual Conference, Manila, Philippines
• Genc, F. Z., Yildiz, S., Kaya, E., & Bilgili, N., (2022). Disaster literacy levels of individuals aged 18–60 years and factors affecting these levels: A web-based cross-sectional study. International Journal of Disaster Risk Reduction, 76.102991. Doi: 10.1016/j.ijdrr.2022.102991
• Green, S., Salkind, N. & Akey, T. (2000). Using SPPS For Windows, Analyzing and Understanding Data. Prentice Hall, Upper Saddle River, New Jersey 07458.
• Goddard, S., Sheppard, M., Thompson, K., & Konecny, L. (2018). "Disaster Preparedness Knowledge, Beliefs, Risk-Perceptions, and Mitigating Factors of Disaster Preparedness Behaviors of Undergraduate Students at a Large Midwest University." Journal of Public Health Issues and Practices, 2(2), JPHIP-115, Doi.org/10.33790/jphip1100115
• Haktanir, A., Lenz, A.S., Can, N., & Watson, J. C. (2016). Development and evaluation of Turkish language versions of three positive psychology assessments. International Journal of Advancement in Counselling, 38(4), 286–297. Doi.org/10.1007/s10447-016-9272-9
• Hemingway, L. & Priestley, M. (2006). Natural Hazards, Human Vulnerability and Disabling Societies: A Disaster for Disabled People?. Review of Disability Studies: An International Journal, 2(3), 1-13.
• Hoffmann, R., & Muttarak, R. (2017). Learn from the Past, Prepare for the Future: Impacts of Education and Experience on Disaster Preparedness in the Philippines and Thailand, World Development, 96, 32-51. Doi.org/10.1016/j.worlddev.2017.02.016. Hoang, T. X., & Van Thi Le, N. (2021). The Impact Of Natural Disasters On Womenʼs Empowerment In Rural Vietnam. Hitotsubashi Journal of Economics, 62(2), 101–123. https://www.jstor.org/stable/27084654
• Işık, Ö., Özer, N., Sayın, N., Mishal, A., Gündoğdu, O., & Özçep, F. (2015). Are women in Turkey both risks and resources in disaster management? Int J Environ Res Public Health, 12(6), 5758-74. Doi: 10.3390/ijerph120605758. PMID: 26016435; PMCID: PMC4483670.
• Ivanov, A., & Cvetković, V. (2014). The role of education in natural disaster risk reduction. Horizons İnternational Scientific Journal, 16, 115-131. https://vladimircvetkovic.upravljanje-rizicima.edu.rs/wp-content/uploads/2021/05/Theroleofeducationinnaturaldisaster.pdf
• Izadkhah, Y. O., Hosseini, M., & Heshmati, V. (2012). TrainingTeachers on Disaster Risk Reduction in Developing Countries: Challenges and Opportunities. Proceedings of the 15th World Conference on Earthquake Engineering, Lisbon, Portugal, 24-28 September.
• Kim, H.-Y. (2013). Statistical notes for clinical researchers: assessing normal distribution (2) using skewness and kurtosis. Restorative Dentistry & Endodontics, 37(44), 52-54. doi:10.5395/rde.2013.38.1.52
• Kirschenbaum, A. A, Rapaport, C., & Canetti D (2017). The impact of information sources on earthquake preparedness. International Journal of Disaster Risk Reduction, 21(1), 99–109. Doi.org/10.1016/j.ijdrr.2016.10.018
• Kitagawa, K. (2015). Continuity and change in disaster education in Japan. History of education, 44(3), 371-390. http://dx.doi.org/10.1080/0046760X.2014.979255
• Liu, M., Kohzuki, M., Hamamura, A., Ishikawa, M., Saitoh, M., Kurihara, M., ... & Ito, T. (2012). How did rehabilitation professionals act when faced with the Great East Japan earthquake and disaster? Descriptive epidemiology of disability and an interim report of the relief activities of the ten Rehabilitation-Related Organizations. Journal of Rehabilitation Medicine, 44(5), 421-428. Doi: 10.2340/16501977-0957.
• MEB, (2023). Milli Eğitim Bakanlığı Afet ve Acil Durum Yönetimi Eylem Planı. T.C. Millî Eğitim Bakanlığı Destek Hizmetleri Genel Müdürlüğü, Ankara, https://dhgm.meb.gov.tr/meb_iys_dosyalar/2024_01/04121233_evrak88811059594616074921.pdf (Erişim Tarihi: 22.11.2023).
• Metin, M. (2014). Kuramdan Uygulamaya Eğitimde Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi Yayıncılık.
• Moreno, J., & Shaw, D. (2018).Women’s empowerment following disaster: a longitudinal study of social change. Nat Hazards, 92, 205–224. Doi.org/10.1007/s11069-018-3204-4
• Muttarak, R., & Lutz, W. (2014). Is education a key to reducing vulnerability to natural disasters and hence unavoidable climate change? Ecology and Society, 19(1), 42-50. Doi:10.5751/es-06476-190142 NASA, (2023). Earthquakes and Landslides: Türkiye & Syria Eartquakes 2023. https://appliedsciences.nasa.gov/what-we-do/disasters/disasters-activations/turkiye-syria-earthquakes-2023, (Erişim Tarihi: 22.02.2023).
• Neumayer, E. and T. Plümper (2007) ‘The gendered nature of natural disasters: the impact of catastrophic events on the gender gap in life expectancy, 1981–2002’. Annals of the Association of American Geographers, 97(3). 551–566. Doi.org/10.1111/j.1467-8306.2007.00563.x
• Peek, L., & Stough, L. M. (2010). Children With Disabilities in the Context of Disaster: A Social Vulnerability Perspective. Child Development, 81(4), 1260–1270. Doi: 10.1111/j.1467-8624.2010.01466.x.
• Rajib, S., Koichi, S., & Yukiko, T. (2011). Disaster education. United Kingdom, Emerald Group Publishing.
• Rofiah, N. H., Kawai, N., & Hayati, E. N. (2021). Key elements of disaster mitigation education in inclusive school setting in the Indonesian context. Jàmbá: Journal of Disaster Risk Studies, 13(1), a1159. Doi.org/10.4102/jamba. v13i1.1159
• Sarıgül, A. (2023). Depremi Deneyimlemiş Kız Üniversite Öğrencilerinin Deprem Sonrası Sosyal Destek Uygulamalarına İlişkin Fenomonolojik Bir Çalışma. Spor, Eğitim ve Çocuk. 3(3), 21-37. Doi: 10.5505/sec.2023.46330
• Shaw, R., Kobayashi, K. S. H., & Kobayashi, M. (2004). Linking experience, education, perception and earthquake preparedness. Disaster Prevention and Management, 13(1), 39-49. Doi.org/10.1108/09653560410521689
• Shaw, R., Takeuchi, Y., Ru, G. Q., & Shiwaku, K. (2011). Disaster Education: An Introduction. In Disaster Education; Shaw, R., Shiwaku, K., Takeuchi, Y., Eds.; Community, Environment and Disaster Risk Management. Emerald Group Publishing Limited: Bingley, UK, 71–22, ISBN 978-0-85724-738-4.
• Spence, R., Lopes, M., Bisch, P., Plumier, A., & Dolce, M. (2007). Proposals For A European Earthquake Rısk Reductıon Programme -A Dıscussıon Document. European Association for Earthquake Engineering. http://www.civil.ist.utl.pt/~mlopes/conteudos/EP/EURiskReduction.pdf (Erişim Tarihi: 27.02.2023).
• Strauss, A., & Corbin, J. (2014). Basics of qualitative research techniques. New York: Sage Publications. Sözcü, U. (2020). Disaster education in Turkey: Trends in theses and articles between 2003 and 2020. Journal of Pedagogical Research, 4(3), 418-441. Doi.org/10.33902/JPR.2020465083
• Sözcü, U., & Aydınözü, D. (2019). Doğal Afet Okuryazarlığı Bağlamında Öğretim Programlarındaki Afetlerle İlişkili Kazanımların İncelenmesi. Turkish Studies-Educational Sciences, 14(5), 2639-2652. Doi:10.29228/TurkishStudies.32675
• Şahin, Y., Lamba, M., & Öztop, S. (2018). Üniversite Öğrencilerinin Afet Bilinci ve Afete Hazırlık Düzeylerinin Belirlenmesi. Medeniyet Araştırmaları Dergisi, 3(6), 149-159. https://dergipark.org.tr/tr/pub/mad/issue/35962/505303#article_cite
• Triyanto, Agustinova, D. A., & Syamsi, K. (2021). Strengthening Disaster Literacy as An Effort to Reduce The Risk of Disaster in D.I. Yogyakarta Society. IOP Conf. Ser.: Earth Environ. Sci. 884 012032
• Tuladhar, G., Yatabe, R., Dahal, R.K., & Bhandary, N.P (2015). Assessment of disaster risk reduction knowledge of school-teachers in Nepal. International Journal Health Syst. Disaster Managment, 3, 20–27. Doi: 10.4103/2347-9019.147142
• Türker, A. & Sözcü, U. (2021). Examining natural disaster literacy levels of pre-service geography teachers. Journal of Pedagogical Research, 5(2), 207-221. http://dx.doi.org/10.33902/JPR.2021270164
• UNDHA. (1992). Internationally Agreed Glossary of Basic Terms Related to Disaster Management. Geneva: United Nations Pup.
• UN (United Nations), (2015). Sendai Framework for Disaster Risk Reduction 2015–2030. https://www.undrr.org/implementingsendai-framework/what-sendai-framework (Erişim Tarihi: 18.03. 2023).
• Vu, B.D., Nguyen, H.T., Dinh, H.-V.T., Nguyen, Q.-A.N., & Ha, X.V. (2023). Natural Disaster Prevention Literacy Education among Vietnamese High School Students. Education Sciences, 13, 262. Doi.org/10.3390/educsci13030262
• Wisner, B., Blaikie, P., Cannon, T., & Davis, I. (2004). At risk: Natural hazards, people’s vulnerability, and disasters. New York: Routledge.
• World Health Organization (Who), (2023). Disability. https://www.who.int/news-room/fact-sheets/detail/disability-and-health#:~:text=Key%20facts,earlier%20than%20those%20without%20disabilities (Erişim Tarihi; 26.03.2023) World Risk Report, (2022). World RiskReport 2022 Focus: Digitalization. https://weltrisikobericht.de/wp-content/uploads/2022/09/WorldRiskReport-2022_Online.pdf (Erişim Tarihi: 25.02.2023)
• Zhang, D., Zhu, X., Zhou, Z., Xu, X., Ji, X., & Gong, A. (2021). Research on Disaster Literacy and Affecting Factors of College Students in Central China. Disaster Medicine and Public Health Preparedness, 15(2), 216-222. Doi: 10.1017/dmp.2020.33.
• Zulch, H.R. (2019). Psychological preparedness for natural hazards– improving disaster preparedness policy and practice. https://www.unisdr.org/fles/66345_f357zulchpsychologicalpreparednessf.pdf