Assessing Needs of Parents With Children With Disabilities in Turkey

Özaydın, Latife; Karaçul, Fikriye Eda; Kayhan, Nilay; Büyüköztürk, Şener; Karahan, Sevim; Simeonsson, Rune J.

doi:10.52963/perr_biruni_v10.n3.16

Cited by 3 publications

(1 citation statement)

References 13 publications

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“…Special education is concerned with educating students with special needs who suffer from shortcomings or a chronic illness that affects their abilities, whether the disability is physical, sensory, mental or social. These disabilities prevent the individual from taking full advantage of the educational and professional experiences that his/her typically developing peers can benefit from (Eissa & Borowska-Beszta, 2019;Głodkowska et al, 2018;Hayesand, 2017;Özaydın et al, 2021). They also prevent him/her from equal competition with other typically developing individuals in society.…”

Section: Introductionmentioning

confidence: 99%

Using virtual classroom for teaching special needs students in inclusive classrooms during and beyond COVID-19: Teachers' perspectives

Alhwaiti

2024

An. psicol.

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Encouraging and continuing inclusive learning environments is important to allow all students to be able to fully participate, engage, and learn. The online learning environment obliges educators to think creatively about how to achieve this goal. The aim was to investigate using virtual classroom for teaching special needs students in inclusive classrooms during and beyond Covid-19 from the perspectives of their teachers. Teachers of special education from integration schools in the middle stage in Makkah were targeted. A 15- item survey instrument was developed particularly for this research study . Quantitative research is carried out with the aim to investigate using virtual classroom(VC) for teaching special needs students in inclusive classrooms during and beyond Covid-19 from the perspectives of their teachers. A survey method was used. Data were collected through a structured self-administered questionnaire, which was based on the technology acceptance model(TAM). Pearson correlation(R) and multiple regression (MRA) were used to analyze data . Results indicated that the BI is positively affected by PU, PEOU. PU, PEOU yielded a coefficient of multiple regression (R) and a multiple correlation square. This shows that a total variance in BI is accounted for by PU, PEOU. In conclusion, the findings in this study contribute to the literature on TAM and its use in special education in particular. Fomentar y continuar con los entornos de aprendizaje inclusivos es importante para permitir que todos los estudiantes puedan participar, comprometerse y aprender plenamente. El entorno de aprendizaje online obliga a los educadores a pensar de forma creativa sobre cómo lograr este objetivo. El objetivo era investigar el uso del aula virtual para enseñar a estudiantes con necesidades especiales en aulas inclusivas durante y después de la COVID-19 desde la perspectiva de sus docentes. La investigación cuantitativa se lleva a cabo con el objetivo de investigar el uso del aula virtual (VC) para enseñar a estudiantes con necesidades especiales en aulas inclusivas durante y después de Covid-19 desde las perspectivas de sus maestros. Se utilizó un método de encuesta. Las variables independientes son la utilidad percibida (PU), la facilidad de uso percibida (PEOU), mientras que la variable dependiente es la intención de comportamiento del estudiante (BI). Los datos fueron recolectados a través de un cuestionario estructurado autoadministrado, que se basó en el modelo de aceptación de tecnología (TAM). Se utilizaron la correlación de Pearson (r) y la regresión múltiple (MRA) para analizar los datos. Los resultados indicaron que el BI se ve afectado positivamente por PU, PEOU. PU, PEOU arrojaron un coeficiente de regresión múltiple (R) y un cuadrado de correlación múltiple. Esto muestra que PU, PEOU explican una variación total en BI.

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Section: Introductionmentioning

confidence: 99%

Using virtual classroom for teaching special needs students in inclusive classrooms during and beyond COVID-19: Teachers' perspectives

Alhwaiti

2024

An. psicol.

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Attitudes toward co-teaching: Perspectives on general and special education teachers in Makkah

Hamyani¹,

Al-Asiri²

2023

Int. j. adv. appl. sci.

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The aim of this study is to identify general and special education teachers’ attitudes toward co-teaching in the city of Makkah and the differences in these attitudes according to some demographic variables, such as gender, academic qualifications, years of experience, specialization, and co-teaching training. Quantitative methods were employed. A 20-item questionnaire was used as the data collection tool. The study sample consisted of 404 male and female teachers chosen randomly (301 general education teachers and 103 special education teachers). The study findings revealed high scores (M = 4.2693) for the attitudes of general and special education teachers. However, there were statistical differences in the teachers’ attitudes based on specialization in favor of special education teachers specialized in learning disabilities. Statistical differences were also found regarding training, to the benefit of those who did not receive any training courses on co-teaching. However, no significant differences could be attributed to teachers’ gender, academic qualifications, or years of experience. The findings highlight an urgent need to focus on the professional development of general and special education teachers. The Ministry of Education is urged to design comprehensive training programs to support these teachers on strategies for implementing co-teaching within their regular classes.

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Annelerin Çocuk Gelişimine İlişkin Bilgileri Özel Gereksinimli Çocukların Ev Ortamlarının Kalitesini Yordar mı?

Bayrakdar

2023

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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Bu çalışmanın amacı, gelişimsel yetersizlik tanılı küçük çocuğu olan 45 annenin çocuk gelişimine ilişkin normatif bilgilerinin ev ortamlarının kalitesini ne düzeyde yordadığını belirlemektir. Küçük çocuklara ev ortamında sunulan uyaran ve desteklerin nitelik ve niceliği Ev Ortamı Tarama Aracı, annelerin çocuk gelişimine ilişkin normatif bilgileri ise Ailelerin Bebeklik ve Erken Çocukluk Dönemi Gelişimi Bilgisi Ölçeği ile değerlendirilmiştir. Özel gereksinimli küçük çocukların gelişimsel işlevleri ve ebeveynlerin çocuklarının günlük oyun ve etkinliklerine katılımlarına ilişkin veriler ise Yeterlik İndeksi ve Anne Baba Katılım Formu kullanılarak toplanmıştır. Araştırmanın bulguları annelerin katılımı ile çocuk gelişimine ilişkin bilgilerinin ev ortamlarının kalitesi ile olumlu ve orta düzeyde ilişkili olduğunu göstermektedir. Yeterlik İndeksi puanları ve baba katılım puanları dışarıda bırakılarak gerçekleştirilen çoklu doğrusal regresyon analizi modeline göre ise annelerin çocuklarının etkinliklerine katılımları ve çocuk gelişimine ilişkin bilgileri ev ortamı kalitesini anlamlı olarak yordamaktadır. Ancak bu modele, annelerin gelişimsel bilgileri, çocuklarının etkinliklerine katılımınadan daha az katkıda bulunmuştur. Bu bulgular ve ilgili alanyazın temel alınarak, özel gereksinimli küçük çocuğu olan ebeveynler için ileride geliştirilecek olan ebeveyn eğitim programlarına ilişkin öneriler sunulmuştur.

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Assessing Needs of Parents With Children With Disabilities in Turkey

Cited by 3 publications

References 13 publications

Using virtual classroom for teaching special needs students in inclusive classrooms during and beyond COVID-19: Teachers' perspectives

Using virtual classroom for teaching special needs students in inclusive classrooms during and beyond COVID-19: Teachers' perspectives

Attitudes toward co-teaching: Perspectives on general and special education teachers in Makkah

Annelerin Çocuk Gelişimine İlişkin Bilgileri Özel Gereksinimli Çocukların Ev Ortamlarının Kalitesini Yordar mı?

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