Early intervention services in Turkey: Perspectives of south-eastern families

Abstract

Research addressing the delivery of early intervention programmes offers guidelines that, when followed, presumably maximize the programmes' intended benefits. In this study, the authors used a quasi-mixed, monostrand method to investigate how families of children with disabilities in southeast Turkey perceived the service delivery they were receiving. Organizing their perceptions under a framework related to the Turkish-law-mandated guidelines, the authors found that the provision of services in the region varied greatly from one professional team task to the next. Implications for the improvement of service delivery are discussed.

Deaf or Hard of Hearing Children in Saudi Arabia: Status of Early Intervention Services

“…Other developing countries such as Turkey face similar difficulties. It was found to be far more difficult to form an EI team and implement proper services in Turkey, particularly in rural areas, because of the lack of professionals (Bayhan & Sipal, 2011;Olusanya, 2004). Furthermore, in South Africa it was found that rural area populations presented with more delayed ages of diagnosis and intervention (Van der Spuy & Pottas, 2008), similar to the results found in the current study.…”

Analysis of Special Education Policy in Turkey and United States: Improving Turkey's Policy for Students with Intellectual Disability

“…Eres () identified the shortcomings of special education service delivery, families' lack of knowledge about special education rights, and the need for increased awareness of rights, but did not identify closely the rights themselves or compare them to other nations' rights‐granting laws. Bayhan and Sipal () and Diken et al. () provided an overview of early intervention and early childhood special education, but did not address the issue of rights.…”

“…Eres (2010) identified the shortcomings of special education service delivery, families' lack of knowledge about special education rights, and the need for increased awareness of rights, but did not identify closely the rights themselves or compare them to other nations' rights-granting laws. Bayhan and Sipal (2011) and Diken et al (2012) provided an overview of early intervention and early childhood special education, but did not address the issue of rights. Ciyer (2010) studied the roles of United Nations Educational, Scientific and Cultural Organization (UNESCO) and local educators in developing inclusive educational practices in Turkey, and Rakap and Kaczmarek (2010) reported on teachers' attitudes toward inclusion in Turkey.…”