Erken çocukluk özel eğitiminde ebeveyn hakları ve savunuculuğu: Ebeveyn ve öğretmen görüşlerinin incelenmesi
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Erken çocukluk özel eğitiminde ebeveyn hak savunuculuğunu, ebeveynlerin ve özel eğitim öğretmenlerinin bakış açısıyla inceleyen bu çalışma, nitel araştırma yöntemlerinden görüngü bilim (fenomonoloji) deseniyle tasarlanmıştır. Araştırmanın örneklemini erken çocukluk özel eğitim hizmetlerinden yararlanan çocuğa sahip 10 ebeveyn ve erken çocukluk özel eğitim hizmeti veren dokuz özel eğitim öğretmeni oluşturmuştur. Yarı yapılandırılmış görüşme tekniği ile toplanan veriler, tümevarımsal analiz yöntemiyle analiz edilmiştir. Veri analizleri sonucu ebeveynlere yönelik altı ana temaya, öğretmenlere yönelik dört ana temaya ulaşılmıştır. Ebeveynlerin yasal hakları konusunda bilgi kaynağı olarak benzer deneyimleri yaşayan diğer ebeveynleri ve internet araştırmalarını belirttikleri bulgulanmıştır. Ebeveynlerin yoğun olarak maddi ve sosyal haklar konusunda bilgiye sahip olduğu ancak eğitim haklarına yönelik yasal haklar konusunda sistematik bilgilendirme gereksinimlerinin bulunduğu görülmüştür. Öğretmenlerin ise ebeveyn hak savunuculuğunu gerekli bulduğu ancak ebeveynlerin hak savunuculuğu yapabilmesi için gereken eğitim konusunda sistematik bir eğitim programı düzenlemediği bulgulanmıştır. Bunun yanında öğretmenlerin, çocukların kullanmadığı bir eğitim hakkını fark etmeleri durumunda ebeveyni hak kullanmaya yönlendirerek yol gösterici bir rol üstlendiği görülmüştür. Ebeveyn ve öğretmenlerin okul-aile iş birliğinin hak savunuculuğunu ve çocuğun eğitimini olumlu yönde etkileyeceğine yönelik ortak görüş belirtmesi de önemli bulgular arasında yer almaktadır. Araştırma bulguları, ebeveynlere yönelik olarak hak savunuculuğu öncesi bilgiler, hak savunuculuğu deneyimleri ve hak savunuculuğu çıktıları bağlamında tartışılmıştır. Öğretmenlere yönelik bulgular ise ebeveyn hak savunuculuğu deneyimleri ve öğretmen beklentileri, hak savunuculuğunun özel gereksinimli çocuğa yönelik etkileri bağlamında tartışılmıştır. Araştırma sonuçları ebeveynlerin hak savunuculuğu motivasyonlarının bulunduğunu öğretmenlerin ise ebeveynlerin hak savunuculuğu yapmaları gerektiğini vurguladığını göstermiştir. Ebeveyn hak savunuculuğunun özel gereksinimli çocuğun eğitim kalitesine olumlu yönde etki ettiği düşünülmektedir. Ebeveynlerin yasal hak bilgisini ve özel eğitim bilgi düzeyini artırmak adına Ebeveyn Eğitim ve Destek Merkezleri gibi kurumlar oluşturularak, ebeveynlere sistematik eğitimler ve danışmanlık hizmetleri sunulması, aynı deneyimleri yaşayan ebeveynlerin birbirleri ile deneyim ve tecrübelerini paylaşabilecekleri sistematik platformların kurulması en önemli öneriler arasındadır. Erken çocukluk özel eğitim kurumlarında, uzmanların ebeveynler ile olumlu iletişim becerileri geliştirerek iş birliğini artırmaları, ebeveynlere çocukları hakkında gerçekçi beklentiler ve talepler oluşturabilmeleri adına gerekli eğitimler düzenlemeleri önerilmektedir. Ebeveynlerin hak savunuculuğunu yeni yasal haklar ve hizmetler geliştirilmesi için kullanabilmesine yönelik; sivil toplum kuruluşları, dernekler vb. kuruluşlar aracılığıyla toplu hareket etmeleri önemli görülmüştür. Ebeveynlerin bahsedilen sivil topluluklara katılması önerilmektedir.
This study, which examines parental rights advocacy in early childhood special education from the perspective of parents and special education teachers, was designed with the phenomenology design, one of the qualitative research methods. The sample of the study consisted of 10 parents of children benefiting from early childhood special education services and nine special education teachers providing early childhood special education services. The data collected with the semi-structured interview technique was analyzed with the inductive analysis method. As a result of the data analysis, six main themes were reached for parents and four main themes for teachers. It was found that parents indicated other parents who had similar experiences and internet research as sources of information about their legal rights. It was seen that parents were intensively informed about material and social rights, but they needed systematic information about legal rights regarding education rights. It was found that teachers found parental rights advocacy necessary, but did not organize a systematic training program on the education required for parents to be able to advocate for rights. In addition, it was seen that teachers took on a guiding role by directing parents to use their rights if they noticed an educational right that their children did not use. It is also among the important findings that parents and teachers have a common view that school-family cooperation will positively affect rights advocacy and the child's education. The research findings are discussed in the context of pre-advocacy information for parents, rights advocacy experiences and rights advocacy outputs. The findings for teachers are discussed in the context of parental rights advocacy experiences and teacher expectations, and the effects of rights advocacy on children with special needs. The research results show that parents have rights advocacy motivations, while teachers emphasize that parents should advocate for rights. It is thought that parental rights advocacy has a positive effect on the quality of education of children with special needs. In order to increase parents' knowledge of legal rights and special education knowledge, institutions such as Parent Education and Support Centers should be established, systematic training and consultancy services should be provided to parents, and systematic platforms should be established where parents who have the same experiences can share their experiences and knowledge with each other. In early childhood special education institutions, it is recommended that experts increase cooperation by developing positive communication skills with parents, and that parents should organize the necessary trainings so that they can create realistic expectations and demands for their children. In order for parents to use their rights advocacy to develop new legal rights and services, it has been deemed important for them to act collectively through non-governmental organizations, associations, etc. It is recommended that parents join the aforementioned civil societies.
This study, which examines parental rights advocacy in early childhood special education from the perspective of parents and special education teachers, was designed with the phenomenology design, one of the qualitative research methods. The sample of the study consisted of 10 parents of children benefiting from early childhood special education services and nine special education teachers providing early childhood special education services. The data collected with the semi-structured interview technique was analyzed with the inductive analysis method. As a result of the data analysis, six main themes were reached for parents and four main themes for teachers. It was found that parents indicated other parents who had similar experiences and internet research as sources of information about their legal rights. It was seen that parents were intensively informed about material and social rights, but they needed systematic information about legal rights regarding education rights. It was found that teachers found parental rights advocacy necessary, but did not organize a systematic training program on the education required for parents to be able to advocate for rights. In addition, it was seen that teachers took on a guiding role by directing parents to use their rights if they noticed an educational right that their children did not use. It is also among the important findings that parents and teachers have a common view that school-family cooperation will positively affect rights advocacy and the child's education. The research findings are discussed in the context of pre-advocacy information for parents, rights advocacy experiences and rights advocacy outputs. The findings for teachers are discussed in the context of parental rights advocacy experiences and teacher expectations, and the effects of rights advocacy on children with special needs. The research results show that parents have rights advocacy motivations, while teachers emphasize that parents should advocate for rights. It is thought that parental rights advocacy has a positive effect on the quality of education of children with special needs. In order to increase parents' knowledge of legal rights and special education knowledge, institutions such as Parent Education and Support Centers should be established, systematic training and consultancy services should be provided to parents, and systematic platforms should be established where parents who have the same experiences can share their experiences and knowledge with each other. In early childhood special education institutions, it is recommended that experts increase cooperation by developing positive communication skills with parents, and that parents should organize the necessary trainings so that they can create realistic expectations and demands for their children. In order for parents to use their rights advocacy to develop new legal rights and services, it has been deemed important for them to act collectively through non-governmental organizations, associations, etc. It is recommended that parents join the aforementioned civil societies.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
