New Trends and Issues Proceedings on Humanities and Social Sciences

Childhood sexual abuse (SA) is an important problem worldwide. There are many studies concerning the individual and familial risk factors for SA. However, in literature it is emphasized that there is a need for studies on the risk factors concerning sexual revictimization (SR). Because there is no study on the possible risk factors of SR in Turkey, the aim of this study is to determine whether there are meaningful differences between the possible individual and familial risk factors of individuals who have been exposed to SR and individuals who have not been exposed to SR. A total of 210 parents of adolescent girls participated in the study, 70 of them with daughters who have experienced SR, 70 of them with daughters who experienced SA once, and 70 of them with daughters who have not experienced SA. In order to collect data, a Family Information Form developed by the researchers was used. In the analysis of data, Chi Square tests and Holm’s Sequential Bonferroni Method were employed. As a result of analyses, it was determined that adolescents who have experienced SR have more alcohol consumption in their family compared to the adolescents who have experienced SA once and the adolescents in the control group. It was also determined that these adolescents experience physical abuse in the hands of their fathers, that they have problems with their parents about curfew hours and boyfriends, that they have a negative circle of friends, that they consume alcohol and perform self-mutilative behaviors, that they skip classes and have a low academic success level. In addition to these, it was determined that compared to the comparison group, the adolescents with SR as well as the adolescents who have experienced SA once have parents with lower education levels, that they experience more family problems recently, and that their mothers are physically abused. With this study on SR, which is the first of its kind in Turkey, it was determined that victims experience various individual and familial problems and that their parents need psychosocial support. The results were discussed under the light of literature, and suggestions were made. * ADDRESS FOR CORRESPONDENCE: Nilufer Kocturk, Yenimahalle Research and Training Hospital, Ankara, 06370, Turkey E-mail address: nilkeser@hacettepe.edu.tr / Tel.: +90-312-5872000 Kocturk, N. & Bilge, F. (2017). The Individual and Familial Risk Factors of the Adolescents Exposed to Sexual Revictimization: The First Data from Turkey . New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 07, pp 74-90. Available from: www.prosoc.eu 75


Introduction
In the 21st century, individuals have access to every aspect of life with the help of computers. Information on digital environments which are used by individuals need to be accessible and understandable by every member of the society.
These days, Internet technologies are developing at a very high speed and this means it can be evaluated as an alternative in the access to information and participation of visually impaired persons in education. Developments in information and communications technology underline the importance of the quantity of knowledge and access to it. The levels of independence and creativity of individuals is expected to increase. And this expectation necessitates the use of information and communications technology in education (Nart, 2007).Visually impaired university students face challenges in trying to access information during their study periods. These students, compared with other disabled individuals, have the need for more diverse and various information (Aydin, 2012). Environments of elearning in higher education facilitate the participation of visually impaired students in their lessons.
The expectations of visually impaired students and students without visual impairment from computer assisted education are different. As students with visual impairments or sight defects regard sound as their best means of learning, they depend upon computers, consequently, software that will help them effectively use computers (Uzun, 2007). Web technology applications in education are on the rise these days. Unfortunately, growing design of multimedia-based instruction's contents are not increasing at the same rate with respect to visually impaired individuals (Gulen,2012)& (Buzzi, 2012) It is said that learning tools or advanced assisting technologies(such as voice readers, speech synthesisers and keyboards) are generally not designed to be effectively used by visually impaired users. For instance; the misappropriation and difficulty of simultaneously editable documents to the visually impaired, the in-accessibility of formatting tool boxes and other interactive elements (like menus) or list of documents can be mentioned.
Getting rid of the obstacles that visually impaired individuals encounter while using the Internet; ensuring their more active participation in education or work life has become an area where researchers from other fields have become interested in and where they also developed projects. For instance, DICOMP TRANSFER project which was supported by the subcommittee of European Union's Education and culture under the theme of Lifelong Learning program, which took place between November 1st 2009 to 31st of October of 2011 had aimed to develop a free of charge screen reader that would be used for reading or converting internet or electronic documents in the languages of the participant countries. At the end of the project a screen reader named Thunder Screen reader was presented for use in 12 languages at this, http://www.screenreader.net/index.php?pageid=15 web address (ADAM, 2012).
In this work, we have tried to identify the challenges and expectations of visually impaired individuals encounter when trying to access information in digital environments and also in their tendencies and habits of using digital environments. The purpose of this research is to study the tendencies and habits of visually impaired students' usage of digital environments during education periods in Turkey. The sub purposes developed to attain this purpose are listed below: 1. What is the situation of visually impaired individuals' access to digital environments? 2. What are the purposes of using Digital environments? 3. What are the problems they face when trying to use Office programs (the likes of Word, Excel, PowerPoint) on computers? 4. Where do they connect to the Internet? 5. What problems do they face when surfing the Internet? 6. What are their resources when trying to access information? 7. What problems do students face when trying to access information 8.Do visually impaired students get assistance from their surroundings when using digital environments? Yurtay, N., Budak, C. A., Gecer, K. A., Yurtay, Y. & Budak, Y. (2017). The analysis of visually impaired individuals' expectations and tendencies of using digital media in the process of education in Turkey. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 07, pp 28-36. Available from: www.prosoc.eu 30 At the end of this research, the factors affecting the tendencies of visually impaired individuals' usage of digital environments are sequentially sorted and evaluated using Fishbone diagram. The use of new communication technologies in the process of education and training is advantages to all, disabled or otherwise. However, it is important to transform digital resources to be appropriately accessible. The pursuit of educational and training periods becomes easy for every individual including disabled.

Model of the research
In this research, a survey model was used while analyzing the challenges encountered by visually impaired students when using digital environments in trying to access information. Survey model describes past or present situations as they are. It in no way tries to change or affect the existing situation (Karasar, 1991). This research can be referred to when needed to study the problems visually impaired students face when using digital environments to access information.

Work Group
The work group of this research is composed of 41 visually impaired students from highschool, vocational school and universities in Kocaeli. Criterion sampling is used in this research from purposeful sampling methods (Patton, 1997). And the criteria here are visual impairment of the participant students. The work, for the easy accessibility of the researchers, was conducted with 41 students in Kocaeli. Personal information such as gender, age, level of study of students who took part in the research is given in Table 1. When looking at Table 1, it can be see that 74,2 % of the participants in the research are male and 25.8% of them female. 35.5% of them are between the ages 25-29, 16,1% of them are 30 and above.71,0% of them are undergraduate students and 6,5% of them are pre-university or postgraduate students. 64.5 % of them have no vision at all while 35.5 % have limited vision. When studying their abilities to differentiate color and light; 35.5% of them can't differentiate color and light Yurtay, N., Budak, C. A., Gecer, K. A., Yurtay, Y. & Budak, Y. (2017). The analysis of visually impaired individuals' expectations and tendencies of using digital media in the process of education in Turkey. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 07, pp 28-36. Available from: www.prosoc.eu 31 at all; 29.0% of them can perceive light; 22.6% of them could differentiate between basic colors; and 12.9 % of them can read big texts.

Data collection tool
In order to identify the problem stated in the purpose of the research, first literature review was done. Later, a form was prepared by the researchers. In the form developed to study the expectations and problems faced by visually impaired students in digital environments, firstly questions relating to their demographic information, education information and their status of disability were given a place in the questionnaire. In the form developed, questions related to efficiency of using information technology are also found. The final forms of the questions in the questionnaire were prepared consulting two lecturers from computer engineering, lecturers from computer and instructional technologies department, informatics department and communications faculty.

Data analysis
In order to determine the range of characteristics of the participants frequency (f) and percentage(%) from descriptive statistics is refered. The data analysis is done with SPSS 20 packet program. As a result of the answers visually impaired students have given to the questions in the questionnaire, the expectation and problems in schools, in lessons, and in applications pertaining to lesson evaluation during education and training periods have been tried to be identified.

Results
Information related to the status of visually impaired students' access to digital environments is given in Table   Table 2 Table 2 it can be seen that most of the disabled students (71 %) have been educated in special schools relevant to their condition of disabiilty. 93.5 % of the students use assistant technologies when using computers. It is also be seen that the most used devices from information Yurtay, N., Budak, C. A., Gecer, K. A., Yurtay, Y. & Budak, Y. (2017). The analysis of visually impaired individuals' expectations and tendencies of using digital media in the process of education in Turkey. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 07, pp 28-36. Available from: www.prosoc.eu 32 technology tools are computers (93,5 %), tablet and smart phones(90,3 %). On the other hand, they have stated that they don't use scanners (book reading machines) much.

Their purpose of using digital environments (Such as tablet, computers)
Information related to visually impaired students' of purposes of using digital environments is given in Table 3. It can be observed that the purposes of using technology by the participant students is mostly communication(90.3 %), information(90.3 %), research(87.1 %) and to send e-mails(87.1 %).It can also be noticed entertainment (77.4 %), voice readers for texts(83.9 %), Office programs(80.6 %), surf the internet(80. 6 %) and social media(77.4 %) purposes are also high.

The problems they faced when using office programs (Such as Word, Excel, Powerpoint) on Computers
Information related to the problems students face when using office programs (Word, Excel, Powerpoint) on computers are given place in Table 4. Yurtay, N., Budak, C. A., Gecer, K. A., Yurtay, Y. & Budak, Y. (2017). The analysis of visually impaired individuals' expectations and tendencies of using digital media in the process of education in Turkey. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 07, pp 28-36. Available from: www.prosoc.eu 33

Table 4 Information related to the problems faced by participant studnets when using office programs on computers
The problems the faced when using office programs Total(f) Percenta ge (%) Sound inavailability 6 19.4 The lack of explanative texts next to images 17 54.8 The incompatibilty of office programs with screen reading programs 6 19.4 Having a lot of images while using office programs(Word,Excel,Powerpoint) on computers 6 19.4 When studying table 4, it can be seen that the biggest problem students who took part in the research face when using office programs on computers is the lack of explaintive texts next to images (54,8 %). In addition, 19.4 % of the students stated that sound inavailabilty, the incompatabilty of office programs with screen reading programas and having a lot of images while using office programs have made it difficult to use office programs.

IPlaces where they connect to the Internet
Information relating to the places where students connect to the Internet is given in Table 5  As seen from Table 5 students prefer to connect to the internet from home (87.1 %). It is also observed that students don't prefer to connect to the internet from their mobile phones (12.9 %) Yurtay, N., Budak, C. A., Gecer, K. A., Yurtay, Y. & Budak, Y. (2017). The analysis of visually impaired individuals' expectations and tendencies of using digital media in the process of education in Turkey. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 07, pp 28-36. Available from: www.prosoc.eu 34

The problems they face when surfing websites
Information related to the problems students face when surfing websites are given in Table 6. Table 6 Information related to the problems participants students in the research faced when surfing websites

Problems encountered on websites Total (f) Percentage (%)
The lack of explanative texts for graphics(images, buttons) when surfing websites The lack of explanative links for tags on websites 21 67.7 The presence of web items that aren't perceived by screen readers 25 80.6 The lack of sound for security codes 27 87.1 Buttons not having titles 26 83.9 The lack of audible features on web pages 10 32.3 The lack of explanative texts for forms and tables 15 48.4 When studying the problems students face when surfing websites, 87.1 % of the problems occur due to the lack of explanative texts for graphics(images, buttons) and sound for security codes. They have also expressed that the presence of web items that aren't perceived by screen readers(80.6 %) and buttons not having titles(83.9 %) as problems they encountered.

Access to information resources
Information related to students' resources for accessing information are given in Table 7  80 % of the students have stated that they use libraries, newspapers, social media, blogs and magazines as their resources for access to information. Yurtay, N., Budak, C. A., Gecer, K. A., Yurtay, Y. & Budak, Y. (2017). The analysis of visually impaired individuals' expectations and tendencies of using digital media in the process of education in Turkey. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 07, pp 28-36. Available from: www.prosoc.eu 35

The problems encountered when accessing information
Information related to the problems students face when accessing information is given in Table 8  When looking at the problems faced by students when accessing information, 35.5 % of them have expressed their inability to read hand-written texts, 25.8 % of them stated the lack of Braille printers, 16.1 % of them noted the lack of sound documents as the problems they faced when trying to access information

The condition of getting assistance when using digital environments
Visually impaired students were asked if they get assistance when using digital media and the results are given in Table 9. Visually impaired students were asked whether they get assistance when using digital media or not; 48.4 % of the students said they didn't get any assistance where as 32.2% of the students stated that they have gotten assistance from family members and friends.

Result and Discussion
In the research conducted, the problems and habit of visually impaired individuals when using digital environments in trying to access information were analyzed. The tendencies and problems of 41 students who are studying at high school, vocational school, and university levels in Kocaeli were asked questions in the form of questionnaires. Students use assistant technologies when using computers (93,5%).It can be seen that they mostly use computers (93,5 %), tablets and smart phones(90,3 %) from information technological devices. On the other hand, they have stated that they don't use scanners (book reading machines) much (9,7 %). When using digital environments 48,4 % of the students said they didn't get any assistance where as 32,2% of the students stated that they have gotten assistance from family members and friends.
From the research it can be observed that the purposes of using technology by the participant students is mostly communication (90,3 %), information(90,3 %), research(87,1 %) and to send e- Yurtay, N., Budak, C. A., Gecer, K. A., Yurtay, Y. & Budak, Y. (2017). The analysis of visually impaired individuals' expectations and tendencies of using digital media in the process of education in Turkey. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 07, pp 28-36. Available from: www.prosoc.eu 36 mails(87,1 %). It also draws attention to see entertainment (77,4 %), voice readers for texts(83,9 %), Office programs(80,6 %), surf the internet(80. 6 %) and social media(77,4 %) purposes being high. Students have expressed that one of the biggest problem they face when using office programs on computers is the lack of clear texts next to images (54.8 %).In addition, 19.4 % of the students stated that sound inavailabilty, the incompatabilty of office programs with screen reading programs and having a lot of images while using office programs have made it difficult to use office programs.87.1 % of the students prefer to connect to the internet from home It is also observed that students don't prefer to connect to the internet from their mobile phones(12.9 %). 87.1 % of the students stated the problems that occur when students surf websites is due to the lack of explanative texts for graphics(images, buttons) and sound for security codes. They have also expressed that the presence of web items that aren't perceived by screen readers (80.6 %) and buttons not having titles(83.9 %) as problems they encountered. When looking at the problems faced by students when accessing information, 35.5 % of them have expressed their inability to read hand-written texts, 25.8 % of them stated the lack of Braille printers, 16.1 % of them noted the lack of sound documents as the problems they faced when trying to access information.