Introduction: The study aims to reveal the function of diagnosis, evaluation, and monitoring processes in Guidance Research Center (GRC) on children with hearing loss. In addition, it examines whether there is a difference between the applications of GRCs and the reasons for possible differences.Method: The study is designed as a descriptive case study, including semi-structured interviews, document analysis, and reflective diaries for the researcher's observation. The research data collection process was carried out in GRCs in two districts of a medium-sized Central Anatolian city. 13 teachers from two GRCs participated in the research.Findings: The data analysis showed that the findings pointing to the functioning of GRC processes were grouped under seven themes: Opinions on diagnosis, evaluation, referral, placement, monitoring process, individualized education program (iep) and report renewal, problems experienced in GRC processes, and suggestions for GRC processes. The prominent findings can be exemplified as the lack of cooperation between the hospital and the GRC, the inadequacy of the evaluation forms, the lack of materials, the failure to provide the physical conditions suitable for the evaluation, and the attempt to monitor with annual reports.Discussion: The function of diagnosis, evaluation, orientation, placement, and monitoring processes and the problems experienced in these processes were compared with previous literature.
This study aimed to determine the problems and needs of the parents of children with hearing loss in primary and secondary inclusive schools in Turkey. A mixed methods exploratory sequential design was conducted, where the qualitative data were followed by quantitative data. The participants were determined by purposive sampling method. In the qualitative phase, semi-structured interviews were held with the parents, and the themes related to the problems and needs of the parents were created by analyzing the data through an inductive approach. The data were not only used to identify the problems and needs, but also formed the basis of the Parents’ Problems and Needs Questionnaire (PPNQ). A total of 66 parents participated in the study. In the quantitative phase, the PPNQ was developed and administered. The quantitative data obtained through the questionnaire were combined with the qualitative data. Qualitative data of the research were made using content analysis, and quantitative data were made using descriptive analysis method. The findings indicated that the primary problems for parents were the absence/inadequacy of the educational support services. Parents had communication problems with the teachers, they fell short regarding the education of their children, and problems arose regarding the approach of typically developing peers and their parents towards the children with special needs. These problems implied that the parents needed more information on inclusive education, psychological support, and financial support. As a result, the necessity of arrangements has emerged to provide educational support services for both the parents and students, especially in inclusive educational settings in Turkey. Therefore, it can be alleged that it is vital to invigorate the available regulations.
As a relatively young approach, mixed methods research (MMR) is a highly practical method to employ in special education due to its challenges and gains for the researchers. In this qualitative study, our aim is to explore the experiences and opinions of the researchers who completed their graduate thesis studies via MMR in special education in Turkey. We depended on hermeneutic (interpretive) phenomenological design and conducted focus group discussions with eight participants. Inductive thematic analysis has yielded four themes: (1) discovering the nature of MMR, (2) the reasons to opt for MMR, (3) the experience in conducting MMR, and (4) suggestions. The findings have revealed that understanding the mixed paradigm is a challenging task which requires a change in the mindset of researcher. Its strong functional features for special education have directed researchers towards MMR. However, many challenges raise the question: “to what extent do studies meet the MMR quality standards?” The limitations we observed in the theses have indicated that the quality standards are not adequately reflected. The relatively new nature of the method, researchers’ lack of knowledge and experience, and insufficient support from the supervisor were the sources of the challenges according to our findings. We can say that there is also a need for studies discussing the implementation of the method in special education and for guidelines that will plot a route.
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