BibTex RIS Kaynak Göster

Children with Disabilities, Parent and Parent Education: Conceptual and Practical Issues

Yıl 2015, Cilt: 15 - Özel Sayı, - , 01.03.2015
https://doi.org/10.17240/aibuefd.2015.15.0-5000128646

Öz

Although the scientific study of the concepts like children with disabilities, family, and parent education had relatively a short-term historical background, there had been serious ongoing arguments increasing for the last 15 to 20 years, especially on parent education approaches. The natural consequences of such arguments were alternative conceptual and practical approaches recommended in the literature. In this study, first, the major theoretical explanations about the influence of a disabled member on the family system were taken in to account. Second, the evolutionary process of the term parent education is examined from traditional parent education to family-centered early interventions with respect to the positive and negative sides of both approaches. Third, the current position of parent education is tried to be determined. Finally, the correspondence of the idea of family-centered early intervention to social-cultural differences is discussed. The implications of this review for further studies are presented

Kaynakça

  • Acar, S. ve Akemoğlu, Y. (2014). Practices for parent participation in early intervention/early childhood special education. International Journal of Early Childhood Special Education, 6(1), 80-101.
  • Adams, J. W., & Tidwell, R. (1989). An instructional guide for reducing the stress of hearing parents of hearing-impaired children. American Annals of the Deaf, 135, 233-238.
  • Akkök, F. (1997). Farklı özelliği olan çocuk anne babalarının yaşadıkları. A. N. Karancı (Ed.). Farklılıkla yaşamak: Aile ve toplumun farklı gereksinimleri olan bireylerle birlikteliği (9-23). Ankara: Türk Psikologlar Derneği Yayınları.
  • Ardıç, A. (2010). Özel gereksinimli çocuk ve aile. A. Cavkaytar (Ed.). Özel eğitimde aile eğitimi ve rehberliği (s.19-49). Ankara: Maya Akademi.
  • Baird, S., & Peterson, J. (1997). Seeking for a comfortable fit between family-centered philosophy and infant-parent interaction in early intervention: Time for a paradigm shift. Topics in Early Childhood Special Education, 17(2), 99-106.
  • Batu, S. (2008). Caregiver-delivered home-based instruction using simultaneous prompting for teaching home skills to individuals with developmental disabilities. Education and Training in Developmental Disabilities, 43(4), 541-555.
  • Birkan, B. (2002). Erken özel eğitim hizmetleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel eğitim Dergisi, 3(2), 99-111.
  • Bruder, M. B. (2000). Family-centered early intervention: Clarifying our values for the new millennium. Topics in Early Childhood Special Education, 20(2), 105- 115.
  • Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76(3), 339-355.
  • Bruder, M. B., & Dunst, C. J. (2005). Personnel preperation in recommended early intervention practices: Degree of emphasis across disciplines. Topics in Early Childhood 10.1177/027111214050250010301 Education, 25(1), 125-133. doi:
  • Calderon, R. & Naidu, (2002) S. Further support for the benefits of early identification and intervention for children with hearing loss. Volta Review. 100 :53 –84.
  • Cavkaytar, A. (Ed.). (2010). Özel eğitimde aile eğitimi ve rehberliği. Ankara: Maya Akademi.
  • Cole, E. B. & Flexer, C (2007). Children with hearing loss: Developing listening and talking,birth to six. (pp. 3-9) San Diego, Oxford, Brisbane: Plural Publishing.
  • Dempsey, I. & Keen, D. (2008). A review of processes and outcomes in family-centered sevices for children with a disability. Topics in Early Childhood Special Education, 28(1), 42-52. doi: 10.1177/0271121408316699
  • Dodici, B. J., Draper, D. C., & Peterson, C. A. (2003). Early parent-child interactions and early literacy development. Topics in Early Childhood Special Education, 23(3), 124-136.
  • Doğan, M. (2001). İşitme engelli çocuğa sahip ebeveynlerin çeşitli psikolojik değişkenler açısından değerlendirilmesi. Yayınlanmamış yüksek lisans tezi, Ankara Üniversitesi, Ankara.
  • Doğan, M. (2009). İşitme kayıplı çocuğa multidisipliner yaklaşım içinde bir disiplin olarak psikoloji ve psikologlar. Sözlü Bildiri. 5. Koklear İmplantasyon Otoloji-Nörotoloji Odyoloji Kongresi, Eskişehir.
  • Doğan, M. (2010). Comparison of the parents of children with and without hearing loss in terms of stress, depression, and trait anxiety [İşitme engelli çocuğu olan ve olmayan ana-babaların stres, depresyon ve sürekli kaygı belirtileri yönünden karşılaştırılması]. International Journal of Early Childhood Special Education, 2(3), 231-253.
  • Doğan, M. (2013). İşitme ayıplı çocuk ve ailelerine psikolojik yaklaşım. Sözlü Sunum. Koklear İmplantasyona Psikolojik Yaklaşım Kongresi, Konya.
  • Dunst, C. J. (1999). Placing parent education in conceptual and empirical context. Topics in Early Childhood Special Education, 19(3), 141-172.
  • Dunst, C. J. (2002). Family-centered practices: Birth through high school. Journal of Special Education, 36(3), 139-148.
  • Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2007). Meta-analysis of family-centered helpgiving pactices research. Mental Reterdation and Developmental Disabilities, 3, 370-378. doi: 10.1002/mrdd.20176
  • Espe-Sherwindt, M. (2008). Family-centered practice: Collaboration, competency and evidence. Support for Learning, 23(3), 136-143.
  • Feher-Prout, T. (1996). Stress and coping in families with deaf children. Journal of Deaf Studies and Deaf Education, 1(3), 154-167.
  • Gargiulo, M. (1985). Working with parents of exceptional children: A guide for professionals. Boston: Houghton Mifflin Company.
  • Guerin, P. J., & Fay, L. F. (1988). Triangles in marital conflict. The Family, 12(1), 8-18.
  • Kazak, A. E., & Marvin, R. S. (1984). Differences, difficulties and adaptation: Stress and social networks in families with a handicapped child. Family Relations, 33, 67-77.
  • Kurtzer-White, E., & Luterman, D. (2003). Families and children with hearing loss: Grief and coping. Mental Retardation and Developmental Disabilities (Research Reviews), 9, 232-235.
  • Kübler-Ross, E. (1969). On death and dying. Macmillan: Collier Books.
  • Luterman, D. (1987). Deafness in the family. Boston: College-Hill Press.
  • Luterman, D. (1997). Emotional aspects of hearing loss. The Volta Review, 99(5), 75-83.
  • Mahoney, G., & Bela, J. M. (1998). An examination of the effects of family-centered early intervention on child and family outcomes, Topics in Early Childhood Special Education, 18(2), 88-92.
  • Mahoney, G., & Wheeden, C. (1997). Parent-child interaction - The foundation for family-centered early intervention practice: A response to Baird and Peterson. Topics in Early Childhood Special Education, 17(2), 165-184.
  • Santrock, J. W. (2009). Life-span development (Ninth ed.). USA: McGraw-Hill Companies.
  • Scwartz, I. S. (2000). Standing on the shoulders of giants: Looking ahead to facilitating membership and relationships for children with disabilities. Topics in Early Childhood Special Education, 20(2), 123-128.
  • Sloman, L., Springer, S., & Vachon, M. L. S. (1993). Disordered communication and grieving in deaf member families. Family Process, 32, 171-183.
  • Şen, F. M. (1991). İşitme engelli kardeşi olan çocukların psikolojik durumlarının incelenmesi. Yayınlanmamış yüksek lisans tezi, Ankara Üniversitesi, Ankara.
  • Tavil, Y. Z. ve Karasu, N. (2013). Aile eğitim çalışmaları: Bir gözden geçirme ve meta- analiz örneği. Eğitim ve Bilim, 3(168), 8-95.
  • Tekin-İftar, E. (2008). Parent-delivered community-based instruction with simultaneous prompting for teaching community skills to children with developmental disabilities. Education and Training in Developmental Disabilities, 43(2), 249-265).
  • Turan, Z. (2004). Engelli çocukların aile eğitimi. S. Türküm (Ed.). Ana-baba eğitimi (s.147-166). Eskişehir: Anadolu Üniversitesi Yayınları.
  • Turan, Z. (2012). Early intervention with children who have a hearing loss: Role of the professional and parent participation. In S. Naz (Ed.), Hearing loss (pp. 117- 133) Crotia: InTech.
  • Turnbull et al. (2007). Family supports and services in early intervention: A bold vision. Journal 10.1177/105381510702900301 Intervention, 29(3), 187-206. doi:
  • Vygotsky, L. S. (1986). Thought and language (Revised edition). Massachusetts: The MIT Press.
  • Wade, C. M., Mildon, R. L., & Matthews, J. M. (2007). Service delivery to parents with an intellectual disability: Family centred or professionally centred? Journal of Aplied Rserach in Intellectal Disabilities, 20, 87-98. doi: 10.1111/j.1468- 3148.2005.00297.x
  • Watkins, B. (1999). Family-centered early intervention. Bilingual Review, 24(1/2).
  • Wendland-Carro, J., Piccinini, C. A., & Millar, S. W. (1999). The role of an early intervention on enhancing the quality of mother-infant interaction. Child Development, 70(3), 713-721.
  • Winton, P. J., Sloop, S., & Rodriguez, P. (1999). Parent education: A term whose time is past. Topics in Early Childhood Special Education, 19(3), 157-160.
  • Yücel, G. ve Cavkaytar, A. (2007). The effectiveness of parent education programme offered thtough distance education about independent autistic children education centre. Turkish Online Journal of Distance Education, 8(1), 23-32.
  • Zaidman-Zait, A. (2007). Parenting a child with a cochlear implant: A critical incident study. Journal of Deaf Studies and Deaf Education, 12(2), 221-241.

Yetersizliği Olan Çocuklar, Aile ve Aile Eğitimi: Kavramsal ve Uygulamaya Dönük Gelişmeler

Yıl 2015, Cilt: 15 - Özel Sayı, - , 01.03.2015
https://doi.org/10.17240/aibuefd.2015.15.0-5000128646

Öz

Yetersizliği olan çocuklar, aile ve aile eğitimi kavramlarının bilimsel olarak çalışılması, göreli olarak kısa bir tarihsel ardalana sahiptir. Buna karşın, son 15-20 yılda, özellikle aile eğitimi yaklaşımları konusundaki tartışmalar büyük bir ivme kazanmış, alanyazında yeni bakış açıları ve uygulama önerileri yer almaya başlamıştır. Bu çalışmada, öncelikle, yetersizliği olan bireyin aile katılımının aile sistemini nasıl etkilediği ile ilgili temel açıklamalar ele alınmış, ardından aile eğitimi kavramının geleneksel yaklaşımdan aile-merkezli erken eğitim yaklaşımına doğru evrimi üzerinde durulmuş, bu iki temel yaklaşımla ilgili tartışmalara olumluluk ve olumsuzluklar açısından yer verilerek gelinen noktanın betimlenmesi girişiminde bulunulmuştur. Son olarak, ailemerkezli erken eğitim düşüncesinin toplumsal-kültürel farklılıklar açısından güçlü ve zayıf yönleri tartışılmaya çalışılarak ileriki çalışmalara yönelik önerilerde bulunulmuştur

Kaynakça

  • Acar, S. ve Akemoğlu, Y. (2014). Practices for parent participation in early intervention/early childhood special education. International Journal of Early Childhood Special Education, 6(1), 80-101.
  • Adams, J. W., & Tidwell, R. (1989). An instructional guide for reducing the stress of hearing parents of hearing-impaired children. American Annals of the Deaf, 135, 233-238.
  • Akkök, F. (1997). Farklı özelliği olan çocuk anne babalarının yaşadıkları. A. N. Karancı (Ed.). Farklılıkla yaşamak: Aile ve toplumun farklı gereksinimleri olan bireylerle birlikteliği (9-23). Ankara: Türk Psikologlar Derneği Yayınları.
  • Ardıç, A. (2010). Özel gereksinimli çocuk ve aile. A. Cavkaytar (Ed.). Özel eğitimde aile eğitimi ve rehberliği (s.19-49). Ankara: Maya Akademi.
  • Baird, S., & Peterson, J. (1997). Seeking for a comfortable fit between family-centered philosophy and infant-parent interaction in early intervention: Time for a paradigm shift. Topics in Early Childhood Special Education, 17(2), 99-106.
  • Batu, S. (2008). Caregiver-delivered home-based instruction using simultaneous prompting for teaching home skills to individuals with developmental disabilities. Education and Training in Developmental Disabilities, 43(4), 541-555.
  • Birkan, B. (2002). Erken özel eğitim hizmetleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel eğitim Dergisi, 3(2), 99-111.
  • Bruder, M. B. (2000). Family-centered early intervention: Clarifying our values for the new millennium. Topics in Early Childhood Special Education, 20(2), 105- 115.
  • Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76(3), 339-355.
  • Bruder, M. B., & Dunst, C. J. (2005). Personnel preperation in recommended early intervention practices: Degree of emphasis across disciplines. Topics in Early Childhood 10.1177/027111214050250010301 Education, 25(1), 125-133. doi:
  • Calderon, R. & Naidu, (2002) S. Further support for the benefits of early identification and intervention for children with hearing loss. Volta Review. 100 :53 –84.
  • Cavkaytar, A. (Ed.). (2010). Özel eğitimde aile eğitimi ve rehberliği. Ankara: Maya Akademi.
  • Cole, E. B. & Flexer, C (2007). Children with hearing loss: Developing listening and talking,birth to six. (pp. 3-9) San Diego, Oxford, Brisbane: Plural Publishing.
  • Dempsey, I. & Keen, D. (2008). A review of processes and outcomes in family-centered sevices for children with a disability. Topics in Early Childhood Special Education, 28(1), 42-52. doi: 10.1177/0271121408316699
  • Dodici, B. J., Draper, D. C., & Peterson, C. A. (2003). Early parent-child interactions and early literacy development. Topics in Early Childhood Special Education, 23(3), 124-136.
  • Doğan, M. (2001). İşitme engelli çocuğa sahip ebeveynlerin çeşitli psikolojik değişkenler açısından değerlendirilmesi. Yayınlanmamış yüksek lisans tezi, Ankara Üniversitesi, Ankara.
  • Doğan, M. (2009). İşitme kayıplı çocuğa multidisipliner yaklaşım içinde bir disiplin olarak psikoloji ve psikologlar. Sözlü Bildiri. 5. Koklear İmplantasyon Otoloji-Nörotoloji Odyoloji Kongresi, Eskişehir.
  • Doğan, M. (2010). Comparison of the parents of children with and without hearing loss in terms of stress, depression, and trait anxiety [İşitme engelli çocuğu olan ve olmayan ana-babaların stres, depresyon ve sürekli kaygı belirtileri yönünden karşılaştırılması]. International Journal of Early Childhood Special Education, 2(3), 231-253.
  • Doğan, M. (2013). İşitme ayıplı çocuk ve ailelerine psikolojik yaklaşım. Sözlü Sunum. Koklear İmplantasyona Psikolojik Yaklaşım Kongresi, Konya.
  • Dunst, C. J. (1999). Placing parent education in conceptual and empirical context. Topics in Early Childhood Special Education, 19(3), 141-172.
  • Dunst, C. J. (2002). Family-centered practices: Birth through high school. Journal of Special Education, 36(3), 139-148.
  • Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2007). Meta-analysis of family-centered helpgiving pactices research. Mental Reterdation and Developmental Disabilities, 3, 370-378. doi: 10.1002/mrdd.20176
  • Espe-Sherwindt, M. (2008). Family-centered practice: Collaboration, competency and evidence. Support for Learning, 23(3), 136-143.
  • Feher-Prout, T. (1996). Stress and coping in families with deaf children. Journal of Deaf Studies and Deaf Education, 1(3), 154-167.
  • Gargiulo, M. (1985). Working with parents of exceptional children: A guide for professionals. Boston: Houghton Mifflin Company.
  • Guerin, P. J., & Fay, L. F. (1988). Triangles in marital conflict. The Family, 12(1), 8-18.
  • Kazak, A. E., & Marvin, R. S. (1984). Differences, difficulties and adaptation: Stress and social networks in families with a handicapped child. Family Relations, 33, 67-77.
  • Kurtzer-White, E., & Luterman, D. (2003). Families and children with hearing loss: Grief and coping. Mental Retardation and Developmental Disabilities (Research Reviews), 9, 232-235.
  • Kübler-Ross, E. (1969). On death and dying. Macmillan: Collier Books.
  • Luterman, D. (1987). Deafness in the family. Boston: College-Hill Press.
  • Luterman, D. (1997). Emotional aspects of hearing loss. The Volta Review, 99(5), 75-83.
  • Mahoney, G., & Bela, J. M. (1998). An examination of the effects of family-centered early intervention on child and family outcomes, Topics in Early Childhood Special Education, 18(2), 88-92.
  • Mahoney, G., & Wheeden, C. (1997). Parent-child interaction - The foundation for family-centered early intervention practice: A response to Baird and Peterson. Topics in Early Childhood Special Education, 17(2), 165-184.
  • Santrock, J. W. (2009). Life-span development (Ninth ed.). USA: McGraw-Hill Companies.
  • Scwartz, I. S. (2000). Standing on the shoulders of giants: Looking ahead to facilitating membership and relationships for children with disabilities. Topics in Early Childhood Special Education, 20(2), 123-128.
  • Sloman, L., Springer, S., & Vachon, M. L. S. (1993). Disordered communication and grieving in deaf member families. Family Process, 32, 171-183.
  • Şen, F. M. (1991). İşitme engelli kardeşi olan çocukların psikolojik durumlarının incelenmesi. Yayınlanmamış yüksek lisans tezi, Ankara Üniversitesi, Ankara.
  • Tavil, Y. Z. ve Karasu, N. (2013). Aile eğitim çalışmaları: Bir gözden geçirme ve meta- analiz örneği. Eğitim ve Bilim, 3(168), 8-95.
  • Tekin-İftar, E. (2008). Parent-delivered community-based instruction with simultaneous prompting for teaching community skills to children with developmental disabilities. Education and Training in Developmental Disabilities, 43(2), 249-265).
  • Turan, Z. (2004). Engelli çocukların aile eğitimi. S. Türküm (Ed.). Ana-baba eğitimi (s.147-166). Eskişehir: Anadolu Üniversitesi Yayınları.
  • Turan, Z. (2012). Early intervention with children who have a hearing loss: Role of the professional and parent participation. In S. Naz (Ed.), Hearing loss (pp. 117- 133) Crotia: InTech.
  • Turnbull et al. (2007). Family supports and services in early intervention: A bold vision. Journal 10.1177/105381510702900301 Intervention, 29(3), 187-206. doi:
  • Vygotsky, L. S. (1986). Thought and language (Revised edition). Massachusetts: The MIT Press.
  • Wade, C. M., Mildon, R. L., & Matthews, J. M. (2007). Service delivery to parents with an intellectual disability: Family centred or professionally centred? Journal of Aplied Rserach in Intellectal Disabilities, 20, 87-98. doi: 10.1111/j.1468- 3148.2005.00297.x
  • Watkins, B. (1999). Family-centered early intervention. Bilingual Review, 24(1/2).
  • Wendland-Carro, J., Piccinini, C. A., & Millar, S. W. (1999). The role of an early intervention on enhancing the quality of mother-infant interaction. Child Development, 70(3), 713-721.
  • Winton, P. J., Sloop, S., & Rodriguez, P. (1999). Parent education: A term whose time is past. Topics in Early Childhood Special Education, 19(3), 157-160.
  • Yücel, G. ve Cavkaytar, A. (2007). The effectiveness of parent education programme offered thtough distance education about independent autistic children education centre. Turkish Online Journal of Distance Education, 8(1), 23-32.
  • Zaidman-Zait, A. (2007). Parenting a child with a cochlear implant: A critical incident study. Journal of Deaf Studies and Deaf Education, 12(2), 221-241.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Murat Doğan

Yayımlanma Tarihi 1 Mart 2015
Gönderilme Tarihi 1 Temmuz 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 15 - Özel Sayı

Kaynak Göster

APA Doğan, M. (2015). Children with Disabilities, Parent and Parent Education: Conceptual and Practical Issues. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15. https://doi.org/10.17240/aibuefd.2015.15.0-5000128646