The route to ‘inclusive counselling’: counsellors' perceptions of disability inclusion in Turkey

Sakız, Halis; Woods, Charlotte; Sart, Hande; Ersahin, Zehra; Aftab, Raiha; Koç, Nizamettin; Sarıçam, Hakan

doi:10.1080/13603116.2014.929186

Cited by 27 publications

(19 citation statements)

References 35 publications

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“…Despite this program, students with LD still experience difficulties in schools because of a lack of well‐trained teachers, effective teaching methods, well‐designed curricula, and inadequate educational materials (Babur, Haznedar, Ercetin, Ozerman, & Erdat‐Cekerek, ; Sakız et al., ). Additionally, teachers’ perceptions and attitudes may negatively affect and be affected by the low academic performance of children with LD, further reducing the opportunity to reach their academic potential (Clark, ; Levi, Einav, Raskind, Ziv, & Margalit, ; Ozabaci & Ergun‐Basak, ).…”

Section: Introductionmentioning

confidence: 99%

Quality of Life of Children with Learning Disabilities: A Comparison of Self‐Reports and Proxy Reports

Sakız

Börkan

Korkmaz

et al. 2015

Learn Disabil Res Pract

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This study aimed to explore how children with learning disabilities (LD) perceive their quality of life (QoL) and to compare self‐reports and proxy reports regarding their QoL. Children with LD, their typically developing peers, their parents and teachers responded to the child, parent, and teacher forms of KINDLR Questionnaire for Measuring Health‐Related Quality of Life (Ravens‐Sieberer & Bullinger, 1998). Findings showed that children with LD reported significantly lower QoL scores than those reported by typically developing peers. Intraclass correlation coefficients (ICCs) and t‐test results showed that agreement between child reports and parent‐proxy reports was either low or moderate on each QoL dimension. Findings of the study may be used to raise awareness regarding the social and educational needs of children with LD in Turkey.

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Section: Introductionmentioning

confidence: 99%

Quality of Life of Children with Learning Disabilities: A Comparison of Self‐Reports and Proxy Reports

Sakız

Börkan

Korkmaz

et al. 2015

Learn Disabil Res Pract

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“…Hal ini turut menunjukkan bahawa pelaksanaan perkhidmatan tersebut adalah tertumpu kepada pelajar aliran perdana sahaja dan keterlibatan MBK dalam program tertentu adalah secara tidak langsung, iaitu disebabkan MBK berada di kelas bersama dengan pelajar aliran perdana. Keadaan ini diwujudkan disebabkan oleh beberapa faktor seperti bebanan tugas yang dipikul oleh GBKS itu sendiri (Lee, 2015;Sakız et al, 2014) dan faktor rujukan MBK kepada Unit Bimbingan dan Kaunseling (Hanani et al, 2012).…”

Section: Perbincanganunclassified

Pelaksanaan Aktiviti Bimbingan dan Kaunseling Kepada Murid Berkeperluan Khas

Bali¹,

Othman²

2019

APJEE

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School counsellors play a role in implementing guidance and counseling services to mainstream students and Special Needs Students. Research from the previous study found that the lack of research that looks at the aspect of the implementation of guidance and counseling services, especially to the Special Needs Students. Therefore, the basic qualitative study was conducted to explore the aspect through semi-structured interviews on six school counsellors. Findings from this study that analysed using ATLAS. ti shows that school counsellors generally carry out responsibilities by providing guidance and counseling services to all students, including Special Needs Students. Furthermore, the findings show that the activities carried out by the school counsellors are based on the needs of the mainstream students rather than on the needs of Special Needs Students. Findings also found that school counsellors did not devise specific programs according to the needs of Special Needs Students. The implications of this study are also discussed in the context of the improvement of service delivery.Abstrak: Guru bimbingan dan kaunseling sekolah (GBKS) berperanan untuk melaksanakan perkhidmatan bimbingan dan kaunseling kepada pelajar aliran perdana dan Murid Berkeperluan Khas (MBK). Penelitian daripada kajian lepas mendapati bahawa kurangnya

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“…This is demanding, considering the fact that school counselling systems in many developing countries are a direct and unsuccessful transfer of some Western counselling approaches (Dogan, 2000;Korkut, 2007;Mocan-Aydin, 2000;Stockton & Güneri, 2011). For example, while some counsellors are aware of developmental, holistic and multicultural approaches, many interventions focus only on the client by overlooking the systemic and contextual factors (Sakız et al, 2015).…”

Section: Paradigmatic Stance In School Counsellingmentioning

confidence: 99%

Paradigmatic Challenges in School Counselling: Correlates and Reflections on Practice

Sakız

Sarıçalı

2018

J. Psychol. Couns. Sch.

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We examined the paradigmatic position of school counsellors as it relates to their practice. A survey and interviews were conducted with counsellors, counsellor educators, and teachers. Findings demonstrated that counsellors lacked skills regarding theoretical orientation and applications, counselling practices remained arbitrary and less effective due to the confusion experienced in the adaptation and application of counselling approaches, and the confusion in paradigms stemmed from problems in the identification of local needs, direct transfer of Eurocentric paradigms, training, and professional roles.

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The route to ‘inclusive counselling’: counsellors' perceptions of disability inclusion in Turkey

Cited by 27 publications

References 35 publications

Quality of Life of Children with Learning Disabilities: A Comparison of Self‐Reports and Proxy Reports

Quality of Life of Children with Learning Disabilities: A Comparison of Self‐Reports and Proxy Reports

Pelaksanaan Aktiviti Bimbingan dan Kaunseling Kepada Murid Berkeperluan Khas

Paradigmatic Challenges in School Counselling: Correlates and Reflections on Practice

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