Individualised education programmes (IEP) will be practiced with children with special needs (CWSN) and their families. The main factor for IEP’s success is the participation of the family and also, their children. In this study, views and suggestions about participation of families of CWSN in their IEP processes are examined. The research is based on qualitative research. Five mothers and a grandmother with CWSN were participated; data are collected via semi-structured interview technique and analysed with inductive analysis technique. This research uncovers that the participants didn’t participate in their children’s diagnosis, assessment, settlement and follow-up processes, and they were not content with the assessment results. Also, the participants who didn’t participate in the IEP weren’t even aware of the legal obligation that they had to and their children’s IEP, they weren’t in cooperation with the teacher in that process, and teachers didn’t show the progress in the children to the families even if they recorded that.Keywords: Children with special needs (CWSN), family, individualised education programmes (IEP).
SummaryEarly childhood special education (ECSE) is support services including critical implementations in issues like increasing the quality of life of children with multiple disabilities and their families, providing them with education services and decreasing the negative effects of disabilities and developmental delays (Howard, Williams and Lepper, 2010). Even though early childhood special education, the development and education of these children, and increasing the quality of life of families are included in legal regulations, many difficulties are encountered in their implementation. These problems include arranging family education programs in line with the needs of families, the active participation of family members to the education and the coordination of families with experts regarding the education of children with disabilities. In addition, the support services provided for the families are observed to be insufficient in overcoming difficulties. This study aims to determine the difficulties encountered by the mothers having children with multiple disabilities during early childhood special education services and suggest solutions for the results.Data were obtained through semi-structured interview technique from qualitative research methods. The study included 6 mothers living in Ankara Province and having children with multiple disabilities whose ages ranged between 1 and 7 years. Data were analyzed by inductive analysis technique. The study found that the mothers felt shocked upon learning the disabilities of their children, the biggest supporters of the mothers when raising their children were their own mothers, they had negative responses from their neighborhood and relatives upon sending their children to school and special education institutions, children with multiple disabilities had difficulties in fulfilling social skills, communicative skills and self care skills in early childhood period and children had difficulties in getting education in classes applying mainstreaming implementations.According to the findings of the research, in many studies conducted with the families of children with disabilities, since mothers were observed to be the individuals having all responsibilities, they stand alone in raising and the education of children with disabilities without the support of any institutions or persons. In addition, literature includes studies reporting low participation of fathers having children with disabilities in activities regarding their children (Gallagher, and Schopler, 1988; cited by. Riposo,1999). According to another result, mothers stated that the society in which they lives had pity on them and excluded them and their children so they got desperate. However, even though it does not remove the stressing event, the support from the relatives, neighbors and society to mothers having children with disabilities in difficult times makes mothers feel their children and themselves are valuable, decreases their concerns, enables mothers to have more control over themselves and m...
Çoklu yetersizlik, bir yetersizliğe başka bir ya da daha fazla sayıda yetersizliğin eşlik etmesi olarak ifade edilmektedir. Çoklu yetersizliği olan öğrencilerle çalışacak olan özel eğitim öğretmenlerinin, çoklu yetersizliği olan öğrencilere yönelik algılarını ve bu algıların gösterdiği eğilimi bilmek önemlidir. Bu çalışmanın amacı, özel eğitim öğretmenlerinin çoklu yetersizliği olan öğrencilere yönelik algılarını betimlerken kullandıkları metaforlar aracılığıyla algılarını ve algıların eğilimini tespit etmektedir. Çalışma nitel araştırma desenlerinden olgu bilim desenine göre düzenlenmiş ve 218 özel eğitim öğretmeni ile yürütülmüştür. Araştırma verileri açık uçlu soru formu aracılığıyla toplanmıştır. Veriler özel eğitim öğretmenlerinin “çoklu yetersizliği olan öğrenci …… gibidir, çünkü ……” ifadelerini tamamlamalarıyla elde edilmiştir. Toplanan veriler içerik analizi yöntemi ile analiz edilmiş ve yorumlanmıştır. Araştırma sonucunda özel eğitim öğretmenlerinin çoklu yetersizliği olan öğrencilerle ilgili en çok sırayla çiçek, bebek, gökkuşağı, ağaç, normal gelişen birey, melek, maden, denklem, hediye paketi, deniz, kuş, toprak, hayat, tablo, çocuk, bitki, yapboz, labirent, hamur, keşif, şemsiye, problem, çocuk, bulmaca, kitap, öğrenci, levha, güneş, bağımlı bir birey, havuz problemi, özel, enstrüman, ahtapot kavramlarını geliştirdikleri bulunmuştur. Özel eğitim öğretmenlerinin geliştirdikleri metaforlar kullanım gerekçelerine göre 13 kategoride toplanmıştır. Bu kategoriler; başkalarına bağımlı olma, yoğun ilgi ve destek gereksinimi, eğitimlerinin iyi planlanması, bireysel farklılık, eğitimi zor ve sabır gerektirir, eşsiz ve biriciktir, eğitiminde ilginç deneyimler, eğitim önemlidir, yetersizlik kombinasyonu, hassas-narin-kırılgan oluşları, yaşamlarındaki zorluk, ihmal edilmeleri, masumiyettir.
Teachers have a critical role in the teaching processes of students with dyslexia. The purpose of this research is to conduct validity and reliability studies of the Turkish version of The Scale of Teachers Attitudes toward Teaching Students with Dyslexia. 279 classroom teachers participated in the research. In the study, participants were asked to fill in the "Teaching Attitudes Scale of Teachers Towards Students with Dyslexia". Content, structure, discriminant and predictive validity analyzes were performed to determine the validity of the scale; In order to determine its reliability, the internal consistency Cronbach Alpha coefficient was calculated The results of CFA analysis, it was determined that a scale with a three factor structures. The first dimension of the scale is; Individualized Teaching Method, second dimension; Adaptation of Instructional Materials and Assessment Methods and the third dimension is collaboration with experts. As for the relibility analysis, the internal consistency coefficients calculated for the overall scale and subscales were found to be .90 for the first factor, 84 for the second factor and .93 for the third factor. As a result of the analysis, it has been determined that it is a valid and reliable tool that can be used by researchers in Turkey.The results got showed that the scale can also be used in Turkey.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.