IDEA and Family Involvement

Öztürk, Mehmet Emin

doi:10.24331/ijere.309969

Cited by 4 publications

(1 citation statement)

References 11 publications

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“…These programmes include training in supporting parents with knowledge, attitudes and practices that promote the children’s physical and mental development and prevent the occurrence of emotional and behavioural problems, youth crime, risky behaviour, exploitation, discrimination and violence against other girls and boys (Choudhury & Jabeen 2008 ; Roper 2014 ; Shenderovich et al 2018 ; Siu et al 2017 ). Parental involvement for children with CwD is crucial because parents have a unique understanding of their child’s needs and therefore are regarded as the best advocates in asserting their children’s rights and making decisions for them (Ceka & Murati 2016 ; Öztürk 2017 ). In addition, it has been argued that if parents are deeply involved in the inclusion processes of their children, their worries about their children’s futures will decrease (Mafa & Makuba 2013 ).…”

Section: Introductionmentioning

confidence: 99%

Obuntu bulamu: Parental peer-to-peer support for inclusion of children with disabilities in Central Uganda

Nalugya

Nambejja

Nimusiima

et al. 2023

African Journal of Disability

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Background: Obuntu bulamu, a peer-to-peer support intervention for children, parents and teachers to improve the participation and inclusion of children with disabilities (CwD), was developed and tested in Uganda. The intervention consisted of disability-inclusive peer-to-peer training and support activities. In this article, parent participation in and evaluation of the intervention are discussed.Objectives: The study aims to evaluate the acceptability and feasibility of the intervention.Methods: A qualitative Afrocentric intervention study was implemented in 10 schools in Wakiso district in Central Uganda. Researchers purposely selected CwD aged 8–14 years, their peers and parents from 10 primary schools with on average three CwD per school. A total of 64 study parents (33 parents of CwD and 31 peers) were interviewed at baseline and endline. Two focus group discussions were held with 14 parents at midline. Parents also participated in a consultative meeting about the intervention design at baseline and two evaluation and feedback workshops at midline and endline. Thematic data analysis was conducted.Results: Findings showed that parents found the intervention inspiring, acceptable, culturally appropriate and supportive, as it built on values and practices from their own cultural tradition. Parents reported that the intervention enhanced a sense of togetherness and belonging and helped them to develop more positive attitudes towards CwD and disability inclusion. They felt the intervention increased participation and inclusion of CwD at home, school and in communities.Conclusion: The Obuntu bulamu peer-to-peer support intervention is an acceptable, culturally appropriate intervention with the potential to improve inclusion of CwD. Further studies are recommended to measure the effectiveness of the intervention.Contribution: The paper contributes to existing evidence that there is need for more Afrocentric interventions, which built on cultural values and practices. Interventions based on indigenous values have a greater potential to be acceptable, can foster integration and are likely to be more sustainability to achieve disability inclusion. In the article we describe parental perspectives of the Obuntu bulamu intervention, an intervention to improve inclusion of children with disabilities, which was designed by children, parents, teachers, educationalists, and academics from Uganda

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Section: Introductionmentioning

confidence: 99%

Obuntu bulamu: Parental peer-to-peer support for inclusion of children with disabilities in Central Uganda

Nalugya

Nambejja

Nimusiima

et al. 2023

African Journal of Disability

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Özel Eğitim Öğretmenleri Uzaktan Eğitime Hazır mı? Covıd-19 Sürecinde Öğretmenlerin Deneyimleri ve İhtiyaçları

Hopcan

Öztürk

2021

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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This study was conducted to determine the experiences and needs of special education teachers regarding distance education during the COVID-19 pandemic. Survey model and convenient sampling technique were used. Participants were 191 teachers from İzmir, Turkey. Special Education Teacher Needs Analysis Form developed by the researchers was used as data collection tool. Orange and SPSS programs were used for analyzing. Results indicate that most of the teachers stated they are technology literate and have computer, phone or tablet. Few had been trained in distance education. Most of them have developed at least one of the homework, IEP (individualized education plan), computer/web supported materials, educational mobile applications, materials, educational video applications. More than half of them used technology-supported applications/activities. Nearly half of them have prepared IEP online. Only a quarter of teachers taught live lessons. They mostly provide feedback and interact partially, individualize lessons partially, cooperate with their colleagues partially in online education. Most teachers think that blended learning is appropriate for students. Half of them ready to teach online. They stated that if there was an e-mentor to support them in this environment, they would feel ready. Moreover, the most encountered difficulty is their students’ use of technology.

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Collaboration Between Caregivers and Educators

Iwuagwu,

Arteaga-Marquez,

Paul

et al. 2023

Meaningful and Active Family Engagement

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Home-school collaboration can impact the academic achievement of children with disabilities. The following terms describe home-school collaboration: collaborative home-school partnerships, parent involvement, and participation. Highlighting the benefits and barriers to home-school collaboration could be essential when discussing the concept of parent engagement. In addition, school leaders can leverage the support of various stakeholders to build partnerships and provide opportunities for parents to implement strategies such as (1) parent implemented interventions (PII), (2) effective communication, (3) shared decision-making, and (4) cultural responsiveness. To ensure effective implementation of PII, school leaders could create infrastructures (i.e., mentoring and coaching, use of digital technologies) in their buildings to foster strong home-school collaboration. Finally, the authors emphasized how joyful teaching by educators and willing collaboration by stakeholders could transfer to joyful learning for the population of students with disabilities and their caregivers.

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IDEA and Family Involvement

Cited by 4 publications

References 11 publications

Obuntu bulamu: Parental peer-to-peer support for inclusion of children with disabilities in Central Uganda

Obuntu bulamu: Parental peer-to-peer support for inclusion of children with disabilities in Central Uganda

Özel Eğitim Öğretmenleri Uzaktan Eğitime Hazır mı? Covıd-19 Sürecinde Öğretmenlerin Deneyimleri ve İhtiyaçları

Collaboration Between Caregivers and Educators

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