EXPRESSING THE CONCEPT OF PRIVACY THROUGH DRAWINGS: A QUALITATIVE EVALUATION OF STUDENTS WITH INTELLECTUAL DISABILITIES
DOI:
https://doi.org/10.46827/ejes.v12i12.6443Keywords:
adolescence, special education, ethical values, privacy, drawing analysisAbstract
This study aimed to explore the perspectives of individuals with intellectual disabilities in mid-to-late adolescence regarding privacy, using drawings and verbal expressions. The participants of the study consisted of 14 adolescents with intellectual disabilities, aged 15–18, attending a Special Education and Rehabilitation Center located in Halkalı-Merkez, Istanbul, in 2022, including 7 females and 7 males. Participants were selected through purposive sampling. Three data collection tools were employed in the study: (1) a Personal Information Form (PIF) consisting of five questions, and (2) a Ten-Question Draw-a-Girl Test (DGT) and Draw-a-Boy Test (DBT). Necessary ethical approvals were obtained prior to the commencement of the research. The findings revealed that the majority of participants completed their drawings in a short period of 0–2 minutes without paying sufficient attention to details. A significant portion of participants expressed aspirations such as getting married, becoming wealthy, or owning a home in the future, while some indicated that they did not wish to have a romantic partner and desired to pursue various professions. The most admired qualities in the drawings were reported as helpfulness, having a profession, and physical attractiveness. Based on these findings, it is suggested that future studies could address career choice, professional ethics, and readiness levels for individuals with intellectual disabilities. The characteristics of opposite-gender characters drawn by participants often emphasized quick temper and unjustified negative behavior. Therefore, it is recommended that municipalities and relevant institutions develop educational programs on marriage and relationships for individuals with intellectual disabilities who are considering marriage. Additionally, while most drawn characters were depicted living with their families, some participants expressed a desire to live with their partners. This indicates the need for associations and institutions to provide education on the responsibilities, advantages, disadvantages, and relational expectations of cohabitation. Participants’ reluctance to resemble the drawn characters was attributed to feelings of anger or frustration toward the characters. Accordingly, it is recommended that guidance counselors and psychological advisors provide emotional support to these students.
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