Kaynaştırma Eğitimi Alan Öğrencilerin Ebeveynlerinin Gereksinimlerinin Belirlenmesi

Tekinarslan, İlknur Çifçi; Sivrikaya, Tuğba; Keskin, Nesime Kübra; Özlü, Özge; Rasmussen, Meryem Uçar

doi:10.17051/ilkonline.2018.413746

Cited by 16 publications

(5 citation statements)

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“…The need for information is similar in both studies; however, it is seen that social support, assistance and adaptation needs represent difference when compared with the quantitative findings of the study. On the other hand, an examination of qualitative findings shows that, similar to the study conducted by Tekinarslan et al (2018), it is found out that parents needed control over their children and helping them, that they demanded social support from their community due to inadequate support and that they needed financial assistance. Qualitative results displayed that parents felt themselves inadequate.…”

Section: Discussionmentioning

confidence: 62%

A Combined Model Study: The Needs of Parents of Children with Attention Deficit Disorder with Hyperactivity (ADHD) in Parent Education

Nuri

Akçamete

Direktör

2019

iejee

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ADHD children have some special education needs. Participation of parents in the process plays an essential role in the effectiveness of education. Determination of the educational expectations of parents of children with special status in parent education, which is part of lifelong education, and preparation of education programs in line with these needs are of great importance for the development of the society. The aim of the research in this direction is to determine the educational needs of parents with ADHD children. In addition, determining stress and quality of life constitutes the other sub-objectives of the research. A mixed model is used in the study. Through special education teachers 200 parents (110 mothers and 90 fathers) were reached. "Beach Centre Family Quality of Life Scale", "Perceived Stress Level Scale" and "Tool for Determining Parent Needs" were used for quantitative data. According to the obtained results, the stress level of parents is a significant predictor of quality of life (β=-.204, t=-2.738, p< .01). Among these parents, semi-structured interviews were held with 15 volunteers. Case study was conducted for qualitative data. The answers given to the questions in line with the themes formed by the researcher were examined. With qualitative data, it was found that parents felt emotional disability, had negative experiences with the environment, and that the child had difficulty in solving school problems. In addition, when the responses were examined, it was seen that participants often needed practical training (f= 12) to solve the problem. When the literature is examined, the research findings are similar to other findings indicating that having a child with ADHD brings some difficulties. Preparation of education programs answering to the needs of parents has been proposed.

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Section: Discussionmentioning

confidence: 62%

A Combined Model Study: The Needs of Parents of Children with Attention Deficit Disorder with Hyperactivity (ADHD) in Parent Education

Nuri

Akçamete

Direktör

2019

iejee

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“…According to the opinions of the mothers participating in the study, another outcome of the program is that mothers make friends. When the researches were examined, it was seen that parents with special needs children needed social support at a very high level (Sahay, Prakash, Khaique, & Kumar, 2013;Özsoy, Özkahraman, & Çallı, 2006;Tekinarslan, Sivrikaya, Keskin, Özlü, & Rasmussen, 2018). In the draft of the mother education program proposed within the scope of the study; There are no gains regarding the social needs of the mother.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Mother’s Participation in Literacy Education of Children with Special Learning Disability: A Draft Training Program

Yüksel¹,

Emmioğlu²

2021

E-International Journal of Educational Research

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The aim of this study is to propose a draft education program for mothers to support the participation of mothers in the literacy education process of children with special learning disability and to examine the results of the application by applying the draft program. Qualitative data collection methods such as interview, observation, researcher diary was used in the study, which was designed as a program development research. The participants of the study were determined by using criterion sampling, one of the purposive sampling methods and four children with special learning disability are their mothers and teachers. In the analysis of the obtained data, descriptive analysis was performed using the MAXQDA qualitative data analysis program. In order to ensure validity and reliability in the study; data diversity, expert review, long-term interaction, purposive sampling and detailed description methods were used. The content of the draft mother education program involves special learning disabilities, teaching principles, literacy, preparation for literacy, teaching reading and writing. The lectures as a teaching strategy was adopted in the mother education program. Question-answer, discussion, narration, case study and role playing methods were used as instructional methods. In the evaluation dimension of the program, the process evaluation and total evaluation activities were included. At the end of each teaching session there were evaluation activities such as open-ended questions, gap filling, accuratefalse marking, fishbone, diagnostic branched tree, self-evaluation. Based on the participant's statements in the study, the draft of the mother education program; It is thought that mothers have positive contributions in terms of cooperation with the teacher, better communication with the child and the teacher, and having their child do homework/repeat at home. In addition, the participating teachers stated that there were positive changes in the motivation of mothers and children, and that mothers took a more active role and responsibility in the education of their children. Based on the observation findings, it is thought that the draft mother education program has positive reflections on mother-child literacy studies.

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“…Similarly, there are also studies that reveal that inclusion students are exposed to exclusion by their peers (Demir and Kale, 2019;Seylim, 2021). In addition, it has been observed that even families with their own children with special needs need information and awareness about special education Tekinarslan, Sivrikaya, Keskin, Özlü, & Rasmussen, 2018).…”

Section: ____________________________________________________________...mentioning

confidence: 99%

Özel Gereksinimli Okul Öncesi Öğrenci Velilerinin Özel Eğitime İlişkin Görüşleri: Fenomenolojik Bir Araştırma

KOZAL>¹,

ÇIRAK²,

BAYÇELEBİ³

et al. 2022

Disiplinlerarası Eğitim Araştırmaları Dergisi

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Bu araştırmada özel gereksinimli okul öncesi öğrenci velilerinin özel eğitim sürecine ilişkin görüşlerini incelemek amaçlanmıştır. Bu çalışma nitel araştırma yöntemlerinden fenomenolojik desen ile yürütülmüştür. Araştırmanın çalışma grubunu 2019-2020 eğitim-öğretim yılında Samsun ilinin üç farklı ilçesinde bulunan bağımsız ana okullarda eğitim gören 40 okul öncesi özel gereksinimli öğrenci velisi oluşturmaktadır. Velilerin görüşlerini ortaya çıkarmak için araştırmacılar tarafından 12 maddeden oluşan bir soru formu hazırlanmıştır. Araştırma kapsamında elde edilen verilerin çözümlenmesinde içerik analizi yapılmıştır. Analiz sonucunda okul öncesi özel gereksinimli öğrenci velilerinin özel eğitim sürecine ilişkin görüşleri altı tema altında toplanmıştır. Velilerin görüşlerini yansıtan bu temalar; Gelişim, Farkındalık, Sınıf Mevcudu, Okul Yönetimi ve Rehberlik Servisi ile İşbirliği, Sınıf Araç Gereçleri ve Öğretmenle İletişim olarak sıralanmıştır. Araştırmanın bulgularında yer alan temalar ve ilgili alıntılamalar birlikte değerlendirilip tartışılmıştır. Genel olarak velilerin özel eğitim sürecine dair hem olumlu hem de olumsuz çeşitli görüşlerinin bulunduğu sonucuna ulaşılmıştır. Bununla beraber velilerin büyük çoğunluğu özel eğitim sürecinin özel gereksinimli çocukların gelişimine büyük katkı sağladığını düşünmektedir.

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Kaynaştırma Eğitimi Alan Öğrencilerin Ebeveynlerinin Gereksinimlerinin Belirlenmesi

Cited by 16 publications

References 0 publications

A Combined Model Study: The Needs of Parents of Children with Attention Deficit Disorder with Hyperactivity (ADHD) in Parent Education

A Combined Model Study: The Needs of Parents of Children with Attention Deficit Disorder with Hyperactivity (ADHD) in Parent Education

Mother’s Participation in Literacy Education of Children with Special Learning Disability: A Draft Training Program

Özel Gereksinimli Okul Öncesi Öğrenci Velilerinin Özel Eğitime İlişkin Görüşleri: Fenomenolojik Bir Araştırma

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