Advertisement

Quality & Quantity

, Volume 52, Supplement 2, pp 1211–1218 | Cite as

The risk factors for the mentally disabled in the use of social media

  • Dönay Nisa Kara
  • Yağmur ÇerkezEmail author
Article
  • 230 Downloads

Abstract

The aim of this study is to make the teacher candidates aware of the risk factors for the mentally disabled in the use of the social media and specify their views about this issue. The raw data gathered from semi-structured interviews were analysed through a “content analysis technique” and interpreted. The findings showed that the majority of the participants (43.3%) stated that the mentally disabled people faced the risk of becoming social media addicts and were likely to have problems (33.3%). Some of the participants (23.3%) stressed the possible risks of harmful contents. The findings of this research indicated that almost all the mentally disabled people needed to use the social media. It was found out that the mentally disabled people experience more problems. A big majority of the participants emphasized the need for a password to limit the harmful contents and access to them.

Keywords

Safe internet Mentally disabled Social media Qualitative study 

References

  1. Aruk, İ.: Bilişim Teknolojilerinin Zihinsel Engellilerin E-Eğitiminde Kullanılması Ve Örnek Bir Uygulama Geliştirilmesi Yüksek Lisans Tezi Bilgisayar Mühendisliği Ana Bilim Dalı. T.C. Trakya Üniversitesi Fen Bilimleri Enstitüsü (2008)Google Scholar
  2. Avramidis, E., Bayliss, P., Burden, R.: A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educ. Psychol. 20(2), 191–211 (2000)CrossRefGoogle Scholar
  3. Avramidis, E., Norwich, B.: Teachers’ attitudes towards integration/inclusion: a rewiew of literature. Eur. J. Spec. Needs Educ. 17, s129–s147 (2002)CrossRefGoogle Scholar
  4. Berg, B.L.: Qualitative research methods for the social sciences. Allyn and Bacon, Boston (1998)Google Scholar
  5. Bilgin, Z.: Çocuk istismarı ve internet. In: Ünlü, A., Afacan, M., Sözer, M. A. (Der.) İSREF perspektif: Çocuk Suçluluğu ve İstismarı, pp 83–84. Glen Allen: ISREF-İnceleme ve Stratejik Araştırmalar Forumu. [Çevrim-içi: http://www.isref.org/objects/assets/perspective/pdf/Cocuk_Suclulugu_ve_Istismari.pdf] (2007). Accessed 14 Kasım 2017
  6. Bogdan, R.C., Biklen, S.K.: Qualitative research for education to theory and methods. Allyn and Bacon A Division of Simon & Schuster Inc, Boston (1992)Google Scholar
  7. Burgstahler, S.: The role of technology in preparing youth with disabilities for postsecondary education and employment. J. Spec. Educ. Technol. 18, 7–19 (2003)CrossRefGoogle Scholar
  8. Canbek, G., Sağıroğlu, Ş.: Çocuklar n ve Gençlerin Bilgisayar ve * internet Güvenli Computer and Internet Security for Children and Teenagers, 7, 33–39 (2007a)Google Scholar
  9. Canbek, G., Sağıroğlu, G.: Çocukların ve gençlerin bilgisayar ve internet güvenliği. Politek. Derg. 10(1), 33–39 (2007b)Google Scholar
  10. Gay, L.R.: Education research. Merrill Publishing Company, Colombus (1987)Google Scholar
  11. Gök, G., Erbaş, D.: Okulöncesi eğitimi öğretmenlerinin kaynaştırma eğitimine ilişkin görüşleri ve önerileri. Int. J. Early Child. Spec. Educ. 3(1), 66–87 (2011)Google Scholar
  12. Gökdere, M.: A comparative study of the attitude, concern, and interaction levels of elementary school teachers and teacher candidates towards inclusive education. Educ. Sci. Theory Pract. 12(4), 2800–2806 (2012)Google Scholar
  13. Komıto, L., Bates, J.: Virtually local: social media and community among polish nationals in Dublin. In: Aslib proceedings: new ınformation perspectives, vol. 61, no. 3 (2009)Google Scholar
  14. Köten, E., Erdoğan, B.: Sanaldan Gerçeğe Ağlara Tutunmak: Engelli Gençlerin Facebook’ta Sosyalleşme Deneyimleri Yüksek lisans Tezi (2014)Google Scholar
  15. Kulakszoğlu, A.: Farklı gelişen çocuklar, II edn. Nobel, Ankara (2015)Google Scholar
  16. Microsoft Türkiye Güvenli İnternet: Çocukları koruyun. http://www.microsoft.com/turkiye/guvenliinternet/default.mspx] (2017). Accessed 14 Kasım 2017
  17. Odabaşı, F., Çoklar, A.N., Kavakçı, I.: Yeni dünya: internet—Ailelerin yeni dünyadaki sorumlulukları nelerdir?, vol. 8. Kabataş Kurultayı, Aybastı (2007)Google Scholar
  18. Özyürek, M.: Engellilere Yönelik Tutumların Değiştirilmesi, 4th edn. Kök Yayıncılık, Ankara (2013)Google Scholar
  19. Raghavendra, P., Grace, E., Newman, L., Wood, D., Connell, T.: ‘They think I’m really cool and nice’: the impact of internet support on the social networks and loneliness of young people with disabilities.Telecommunications 63(2), 22.1–22.15. http://tja.org.au/index.php/tja/article/view/414 (2013). Accessed 19 Nov 2017
  20. Sayımer, İ.: Sanal ortamda halkla ilişkiler. Beta Yayınları, İstanbul (2008)Google Scholar
  21. Smith, F.: How to use social-networking technology for learning. 14 Kasım 2017 tarihinde (2009). http://www.edutopia.org/social-networking-how-tointernetadresindenalınmıştır
  22. Yıldırım, A., Şimşek, H.: Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınevi, Ankara (2005)Google Scholar
  23. Yıldırım, A., Şimşek, H.: Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınevi. Yayıncılık, Ankara (2006)Google Scholar

Copyright information

© Springer Science+Business Media B.V., part of Springer Nature 2018

Authors and Affiliations

  1. 1.Faculty of EducationNear East UniversityNicosiaCyprus
  2. 2.Faculty of Education, Department of Psychological Counseling and GuidanceNear East UniversityNicosiaCyprus

Personalised recommendations