Objective

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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 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

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Objective

To extend and continue

"I Love My Sun"

in accordance with MOU COST of ES0803


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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


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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.

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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)


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Impact

• May establish any form of liaison with the UN/UNICEF and/or internationally linked activities

• To integrate any relevant framework borne European actions


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Introduction

• Space Technology has been part of our daily life

• Advanced technology of our time is vulnerable to SpW events


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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


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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

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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


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Introduction

• qualitative abnormalities in reciprocal social interactions and

• in patterns of communication and

• by a restricted, stereotyped, repetitive repertoire of interests and activities

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Introduction

These qualitative abnormalities are

a pervasive feature of individual's

functioning in all situations


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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)


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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


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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)


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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


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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


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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)


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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


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IntroductionMight 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


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Introduction

May also yield to the development of UNDERSTANDING and EXPRESSING of EMOTIONS such as,

• LOVE• PATIENCE• UNDERSTANDING


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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) yrssince 1989 in Turkey (M.E.B)


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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


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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

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Action (2nd of Nov. 2009) Table 1. Participiants


7-11 yrs 12-15 yrs Total

Female Male Female Male

W ASD(OÇEM)

Ç S Ç A K D D B

S B (LEFT)

S A

YK

Sub-total 1 2(-1) 1 3 7(-1)

Wout ASD

DEMİRAY, Gülcan BULUT, Mustafa DALAKKESEN, Tuğçe

ŞENOL, İrem GÜNDÜZ, Muratcan

SARIKAYA, Adil

Sub-total 2 3 1 0 6

Total 3 5(-1) 2 3 13(-1)

Grand-total 8(-1) 5 13(-1)

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• 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


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• 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


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Action (2nd of Nov. 2009) Table 2. Questionnaire to be filled in by OÇEM (W ASD) Teachers

Evet Hayır Açıklama

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?


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(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


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Results Table 3. (Evalution on the W ASD Children by their teachers

OÇEM

(W ASD)

(7-11) yaş (12-15) yaş

Kız (F) Oğlan (M) Kız (F) Oğlan (M)

Evet Hayır Evet Hayır Evet Hayır Evet Hayır

Öğrenci yeterince etkin miydi? 1 0 0 1 1 0 3 0

İletişim için yararlı konuşma yaptı mı 0 1 0 1 0 1 1 2

İletişim için daha çok konuşmayı mı seçti? 0 1 0 1 0 1 2 1

Alıcı dil becerisine sahip mi? 1 0 1 0 1 0 3 0

İfade edici dil becerisine sahip mi? 0 1 0 1 1 0 2 1

Dil düzeyi yetersiz ama yüksek IQ 0 1 0 1 YOK (NA) YOK (NA) 0 3

Dil düzeyi yeterli ama düşük IQ 0 1 0 1 YOK (NA) YOK (NA) 3 0

Zeka geriliği var mıydı? 1 0 1 0 1 0 2 1

Göz göze gelme yeterli miydi? 1 0 0 1 1 0 2 1

Yeterli uzunlukta dikkatini toplayabildi mi? 0 1 0 1 1 0 3 0

Çok sık istemdışı hareket yaptı mı? 0 1 0 1 0 1 0 3

Dikkati dağıtacak kadar tekrarlayan hareket yaptı mı? 0 1 0 1 0 1 0 3


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Results Table 3- i Participants who answered YES

Kız (F) Oğlan (M)

(7-11) yaş (12-15) yaş (7-11) yaş (12-15) yaş

(Total number of W ASD participants) 1 1 2 (1 left) 3

Öğrenci yeterince etkin miydi? 1 1 0 3

İletişim için yararlı konuşma yaptı mı 0 0 0 1

İletişim için daha çok konuşmayı mı seçti? 0 0 0 2

Alıcı dil becerisine sahip mi? 1 1 1 3

İfade edici dil becerisine sahip mi? 0 1 1 2

Dil düzeyi yetersiz ama yüksek IQ 0 YOK (NA) 0 0

Dil düzeyi yeterli ama düşük IQ 0 YOK (NA) 0 3

Zeka geriliği var mıydı? 1 1 1 2

Göz göze gelme yeterli miydi? 1 1 0 2

Yeterli uzunlukta dikkatini toplayabildi mi? 0 1 0 3

Çok sık istemdışı hareket yaptı mı? 0 0 0 0

Dikkati dağıtacak kadar tekrarlayan hareket yaptı mı? 0 0 0 0


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Results Table 3- ii Participants who answered NO

Kız (F) Oğlan (M)

(7-11) yaş (12-15) yaş (7-11) yaş (12-15) yaş

(Total number of W ASD participants) 1 1 2 (1 left) 3

Öğrenci yeterince etkin miydi? 0 0 1 0

İletişim için yararlı konuşma yaptı mı 1 1 1 2

İletişim için daha çok konuşmayı mı seçti? 1 1 1 1

Alıcı dil becerisine sahip mi? 0 0 0 0

İfade edici dil becerisine sahip mi? 1 0 0 1

Dil düzeyi yetersiz ama yüksek IQ 1 Yok (NA) 1 3

Dil düzeyi yeterli ama düşük IQ 1 Yok (NA) 1 0

Zeka geriliği var mıydı? 0 0 0 1

Göz göze gelme yeterli miydi? 0 0 1 1

Yeterli uzunlukta dikkatini toplayabildi mi? 1 0 1 0

Çok sık istemdışı hareket yaptı mı? 1 1 1 3

Dikkati dağıtacak kadar tekrarlayan hareket yaptı mı? 1 1 1 3


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ŞENOL, İrem (7-11 yr), F

Before

After

w out

Figure 1.

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DEMİREL, Gülcan (7-11 yr), F w out

Before

After

Figure 2.

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GÜNDÜZ, Muratcan (7-11 yr), M w out

Before

After

Figure 3.

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BULUT, Mustafa (7-11 yr), M w out

Before

After

Figure 4.

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SARIKAYA, Adil (7-11 yr), M w out

Before

After

Figure 5.

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DALAKKESEN, Tuğçe (12-15 yr), F w out

Before

After

Figure 6.

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Ç S (7-11 Yr) OÇEM, F

Before

After

Figure 7.

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Ç A (7-11 yr) OÇEM, M

Before

After

Figure 8.

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K D (12-15 yr) OÇEM, F

Before

After

Figure 9.

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D B (12-15 yr) OÇEM,M

Before

After

Figure 10.

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S A (12-15 yr) OÇEM,M

Before

After

Figure 11.

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Y K (12-15 yr) OÇEM, M

Before

After

Figure 12.

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 :

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)

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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/)

• FP6 Action SWEETS (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/)

• Otistik Çocuklar Eğitim Programı,

T.C. M.E.B Özel Eğitim, Rehberlik ve Danışma Hizmetleri Gen. Müd. , Ankara 2000


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Appendix 1What 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


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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


Objective

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