Araştırma Makalesi
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Erken Eğitim Uygulamalarında İşitme Kayıplı Çocuk Ailelerine Süreçte Ne Tür Bilgiler Veriliyor?

Yıl 2023, Cilt: 2023 Sayı: 21, 458 - 490, 31.10.2023
https://doi.org/10.46778/goputeb.1226552

Öz

İşitme kayıplı çocukların yetersizliklerine bağlı olarak dil gelişimi ve diğer gelişim alanlarında akranlarına oranla gecikmeler yaşayabilecekleri bilinmektedir. İşitme kayıplı çocukların yaşayabilecekleri bu gecikmeleri en aza indirmede erken tanı, işitme teknolojilerinden faydalanma ve erken eğitim ortamlarına aileleriyle birlikte katılım sağlamaları oldukça önemlidir. Bu araştırmanın amacı; erken dönemde işitme kayıplı çocuklar ve aileleri ile sürdürülen erken eğitim uygulamalarında ailelere sunulan bilgilerin incelenmesidir. Nitel araştırma yöntemlerinden durum çalışması ile gerçekleştirilen araştırmanın verileri; gözlemler, yarı yapılandırılmış görüşmeler belgeler ve ürünler ile toplanmıştır. Araştırmanın verileri tümevarımsal olarak analiz edilmiştir. Araştırmanın sonucunda; ailelere sunulan bilgilerin sürekli etkileşime dayalı, açık ve yanıtlayıcı etkileşimler içeren, aileyi cesaretlendiren, döngüsel olarak bir önceki bilgilendirmeden beslenen ve genişleyen şekilde aktarıldığı görülmüştür. Eğitimcinin çocuğun ve ailenin öyküsü, cihaz kullanımı, günlük rutinler ile ilgili bilgiler aldığı, ailelerin çocuklarının gelişimi, davranış problemleri ile başa çıkma ve gelecek beklentileri ile ilgili bilgi gereksinimlerinin olduğu bulgularına erişilmiştir. Ayrıca eğitimcilerin ailelere; işitme cihazının kullanımı, dil ve iletişim becerilerini destekleme, günlük rutinlerin zenginleştirilmesi ve ek yetersizliklere ilişkin bilgiler sağladığı belirlenmiştir. Erken eğitim uygulamalarında; oyuncaklar, resimli kartlar, hikaye kitapları, şarkı metinleri gibi materyallerin kullanıldığı ve sunulan bilgilerin ürünü olarak aile bilgi formlarının kayıt için kullanıldığı bulgularına erişilmiştir.

Kaynakça

  • Alexander Graham Bell Association for the Deaf and Hard of Hearing. (2013). 2013 supplement: Principles and guidelines for early intervention following confirmation that a child is deaf or hard of hearing. http://www.listeningandspokenlanguage.org/JCIH/2013_Supplement/
  • Antia, S. D., Jones, P. B., Reed, S., & Kreimeyer, K. H. (2009). Academic status and progress of deaf and hard-of-hearing students in general education classrooms. The Journal of Deaf Studies and Deaf Education, 14(3), 293-311. https://doi.org/10.1093/deafed/enp009
  • Aydın, G., & Şentürk, Ş. (2021). Özel eğitim bölümü lisans programının birleştirilmesine yönelik özel eğitim öğretmenlerinin görüşlerinin degerlendirilmesi [Evaluation of the opinions of special education teachers on the unification of the special education undergraduate program]. Turkish Journal of Primary Education, 6(1), 36-50. https://doi.org/10.52797/tujped.829099
  • Barker, D. H., Quittner, A. L., Fink, N. E., Eisenberg, L. S., Tobey, E. A., & Niparko, J. K. (2009). Predicting behavior problems in deaf and hearing children: The influences of language, attention, and parent–child communication. Development and Psychopathology, 21(02), 373. https://doi.org/10.1017/s0954579409000212
  • Bekar, R., Uzuner, Y., & Çolaklıoğlu, O. (2021). İşitme kayıplı çocuğu olan annelerin çocuklarına ilişkin gereksinimler ve destekler hakkındaki görüşlerinin incelenmesi. [The Investigation of the Opinions of Mothers of Children with Hearing Loss on Their Needs and Support Regarding Their Children], Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22(1), 31-59. https://doi.org/10.21565/ozelegitimdergisi.587730
  • Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education an introduction to theory and methods. (5th ed.). Pearson Education, Inc.
  • Brown, P.M. & Nott, P. (2005). Family-centered practice in early intervention for oral language development: Philosophy, methods and results. In P. E. Spencer & M. Marschark (Ed.). Advances in the spoken language development of deaf and hard of hearing children (pp. 136-165). Oxford University Press.
  • Brown, P.M. & Remine, M.D. (2004). Building pretend plays kills in toddlers with and without hearing loss: Maternal scaffolding styles. Deafness & Education International, 6 (3), 129-153. https://doi.org/10.1002/dei.176
  • Centers for Disease Control and Prevention. (2015). Treatment and intervention services. Retrieved from http://www.cdc.gov/ncbddd/hearingloss/treatment.html
  • Christensen, L.B., Johnson, R.B. & Turner, L.A. (2015). Araştırma yöntemleri desen ve analiz. [Research methods design and analysis] (Tr: A. Aypay). Anı Publishing
  • Clark, M. (2007). A practical guide to quality interaction with children who have a bearing loss. Plural Pub.
  • Dammeyer, J. (2010). Psychosocial development in a Danish population of children with cochlear implants and deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 15(1), 50-58. https://doi.org/10.1093/deafed/enp024
  • DesGeorges, J. (2003). Family perceptions of early hearing, detection, and intervention systems: Listening to and learning from families. Mental retardation and developmental disabilities research reviews, 9(2), 89-93. https://doi.org/10.1002/mrdd.10064
  • DesJardin, J. L. (2006). Family empowerment: Supporting language development in young children who are deaf or hard of hearing. The Volta Review, 106, 275-298.
  • Division for Early Childhood (DEC). (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/recommendedpractices
  • Duncan, J. (2017). Circles of influence. In E.A. Rhoades and J. Duncan (Eds.), Auditory-verbal practice: Family-centered early intervention (2nd edition) (pp. 67-77). Charles C Thomas Publisher.
  • Dunst, C.J. (2000). Revisiting rethinking early intervention. Topics in Early Childhood Special Education, 20 (2), 95-104. https://doi.org/10.1177/027112140002000205
  • Eleweke, C. J., Gilbert, S., Bays, D., & Austin, E. (2008). Information about support services for families of young children with hearing loss: A review of some useful outcomes and challenges. Deafness & Education International, 10(4), 190-212. https://doi.org/10.1002/dei.247
  • Ertürk Mustul, E., Turan, Z. & Uzuner, Y. (2016). İşitme kayıplı çocuğu olan bir annenin etkileşim davranışlarının aile eğitimi bağlamında incelenmesi [Evaluation of the Interactive Behaviors of a mother with her child who have a hearing loss in the context of parent guidance process], Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17(1), 1-22. https://doi.org/10.21565/ozelegitimdergisi.417177
  • Estabrooks, W., (2006). Auditory-verbal therapy and practice. Washington: Alex Graham Bell Assn. for Deaf.
  • Fitzpatrick, E., Graham, I. D., Durieux-Smith, A., Angus, D., & Coyle, D. (2007). Parents’ perspectives on the impact of the early diagnosis of childhood hearing loss. International Journal of Audiology, 46, 97-106. https://doi.org/10.1080/14992020600977770
  • Fitzpatrick, E., Angus, D., Durieux-Smith, A., Graham, I. D., & Coyle, D. (2008). Parents’ needs following identification of childhood hearing loss. American Journal of Audiology, 17(1), 38-49. https://doi.org/10.1044/1059-0889
  • Glesne, C. (2014). Nitel araştırmaya giriş [Introduction to qualitative research]. (Tr: A. Ersoy & P. Yalçınoğlu). Anı Publishing.
  • Guba, E. G. & Lincoln, Y. S. (1981). Effective evaluation: Improving the usefulness of evaluation results through responsive and naturalistic approaches. USA: Jossey-Bass.
  • Guba, E. G. & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. ECTJ, 30(4), 233-252. https://doi.org/10.1007/BF02765185
  • Hintermair, M. (2006). Parental resources, parental stress, and socioemotional development of deaf and hard of hearing children. Journal of Deaf Studies and Deaf Education, 11(4), 493-513. https://doi.org/10.1093/deafed/enl005
  • Joint Committee on Infant Hearing [JCIH]. (2007). Year 2007 position statement: Principles and guidelines for early hearing detection and intervention programs. Official Journal of American Academy of Pediatrics, 120, 898-921. https://doi.org/10.1542/peds.2007-2333
  • Kılıç, M. (2020). İşitme kayıplı çocukların dil gelişiminin desteklenmesine yönelik aile gereksinimlerinin belirlenmesi [Determination of family needs to support language development of children with hearing loss]. [Unpublished MSc Thesis]. Eskişehir: Anadolu Üniversitesi.
  • Knowles, M.S., Holton, E.F. & Swanson, R.A. (2005). The adult learner (6th ed.). Elsevier.
  • Knowles, M.S., Swanson, R.A. & Holton, E.F. (2015). Yetişkin egitimi [The adult learner]. (Tr: O. Gündüz). Kaknüs Publishing.
  • Kurtzer-White, E. & Luterman, D. (2003). Families and children with hearing loss: Grief and coping. Mental Retardation and Developmental Disabilities, 9, 232-235. https://doi.org/10.1002/mrdd.10085
  • Küpeli, S. (2020). Koklear implant uygulama sürecinin işitme kayıplı çocuk ailelerinin ve uzmanların bakış açısından incelenmesi [Examination of the cochlear implant application process from the perspective of families of children with hearing loss and experts]. [Unpublished MSc Thesis]. Eskişehir: Anadolu Üniversitesi.
  • Marschark, M. (2007). Raising and educating a deaf child (2nd ed.). Oxford University Press.
  • Marschark, M., Lang, H. G. & Albertini, J. A. (2002). Reading, writing and literacy. In M. Marschark, G. L. Harry, J. A. Albertini (Eds). Educating deaf students. From research to practice (pp.157-186). Oxford University Press.
  • Merriam, S. B. (2009). Qualitative research a guide to design and implementation. John Wiley & Sons Inc.
  • Merriam, S.B. & Bierema, L.L. (2013). Adult learning linking theory and practice. Jossey-Bass Inc.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Sage.
  • Moeller, M. P., Carr, G., Seaver, L., Stredler-Brown, A., & Holzinger, D. (2013). Best practices in family-centered early intervention for children who are deaf or hard of hearing: An international consensus statement. The Journal of Deaf Studies and Deaf Education, 18(4), 429-445. https://doi.org/10.1093/deafed/ent034
  • Muñoz, K., Olson, W. A., Twohig, M. P., Preston, E., Blaiser K. & White, K. R. (2015). Pediatric hearing aid use: Parent-reported challenges. Ear & Hearing, 36, 279–287. https://doi.org/10.1097/AUD.0000000000000111
  • Niparko, J. K., Tobey, E. A., Thal, D. J., Eisenberg, L. S., Wang, N. Y., Quittner, A. L., & CDaCI Investigative Team. (2010). Spoken language development in children following cochlear implantation. Jama, 303(15), 1498-1506. https://doi.org/10.1001/jama.2010.451
  • Patton, M. Q. (2005). Qualitative research. John Wiley & Sons, Ltd. Sjoblad, S., Harrison, M., Roush, J. & McWilliam, R. A. (2001). Parents’ reactions and recommendations after diagnosis and hearing aid fitting. American Journal of Audiology, 10 (1), 24-31. https://doi.org/10.1044/1059-0889
  • Turan, Z., Koca, A., & Uzuner, Y. (2019). İşitme kayıplı çocuğu olan bir annenin aile eğitimi sürecinin incelenmesi [Evaluation of the early intervention process of the mother of a child with hearing loss], Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(1), 93-117. https://doi.org/10.21565/ozelegitimdergisi
  • Uzuner, Y. (1993). An investigation of a hearing mother’s reading aloud efforts to her preschool age hearing and hearing impaired children before bedtime. [Unpublished Doctoral Dissertation]. Cincinnati University.
  • Yin, K. R. (2009). Case study research design and methods. (4th ed.). Sage Publications.
  • Yoshinaga-Itano, C. (2014). Principles and guidelines for early intervention after confirmation that a child is deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 19, 143 175. https://doi.org/10.1093/deafed/ent043

What Kind of Information Is Provided to Families of Children with Hearing Loss in Early Education Practices?

Yıl 2023, Cilt: 2023 Sayı: 21, 458 - 490, 31.10.2023
https://doi.org/10.46778/goputeb.1226552

Öz

It is known that children with hearing loss may experience delays in language development and other developmental areas compared to their peers, depending on their disabilities. Early diagnosis, benefiting from hearing technologies, and participation in early education environments with their families are very important in minimizing these delays that children with hearing loss may experience. The purpose of this research is, therefore, to examine the information presented to families in early education practices with children with hearing loss and their families. The data of this case study, one of the qualitative research methods, was collected through observations, semi-structured interviews, documents, and products. The data was analyzed inductively. The findings showed that the information presented to the families is transmitted in a way that is based on continuous interaction, includes open and responsive interactions, encourages the family, and that feeds and expands cyclically from the previous information. It was also found that the educator received information about the history of the child and family, device use, daily routines, and that the families needed information about their children's development, coping with behavioral problems and future expectations. Additionally, that the educators ensured that the families received information on the use of hearing aids, language support and communication skills, enrichment of daily routines, and additional deficiencies were revealed. In early education implementations, materials such as toys, picture cards, story books, song texts were used and forms for informing families were used for registration as a product of the information presented.

Kaynakça

  • Alexander Graham Bell Association for the Deaf and Hard of Hearing. (2013). 2013 supplement: Principles and guidelines for early intervention following confirmation that a child is deaf or hard of hearing. http://www.listeningandspokenlanguage.org/JCIH/2013_Supplement/
  • Antia, S. D., Jones, P. B., Reed, S., & Kreimeyer, K. H. (2009). Academic status and progress of deaf and hard-of-hearing students in general education classrooms. The Journal of Deaf Studies and Deaf Education, 14(3), 293-311. https://doi.org/10.1093/deafed/enp009
  • Aydın, G., & Şentürk, Ş. (2021). Özel eğitim bölümü lisans programının birleştirilmesine yönelik özel eğitim öğretmenlerinin görüşlerinin degerlendirilmesi [Evaluation of the opinions of special education teachers on the unification of the special education undergraduate program]. Turkish Journal of Primary Education, 6(1), 36-50. https://doi.org/10.52797/tujped.829099
  • Barker, D. H., Quittner, A. L., Fink, N. E., Eisenberg, L. S., Tobey, E. A., & Niparko, J. K. (2009). Predicting behavior problems in deaf and hearing children: The influences of language, attention, and parent–child communication. Development and Psychopathology, 21(02), 373. https://doi.org/10.1017/s0954579409000212
  • Bekar, R., Uzuner, Y., & Çolaklıoğlu, O. (2021). İşitme kayıplı çocuğu olan annelerin çocuklarına ilişkin gereksinimler ve destekler hakkındaki görüşlerinin incelenmesi. [The Investigation of the Opinions of Mothers of Children with Hearing Loss on Their Needs and Support Regarding Their Children], Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22(1), 31-59. https://doi.org/10.21565/ozelegitimdergisi.587730
  • Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education an introduction to theory and methods. (5th ed.). Pearson Education, Inc.
  • Brown, P.M. & Nott, P. (2005). Family-centered practice in early intervention for oral language development: Philosophy, methods and results. In P. E. Spencer & M. Marschark (Ed.). Advances in the spoken language development of deaf and hard of hearing children (pp. 136-165). Oxford University Press.
  • Brown, P.M. & Remine, M.D. (2004). Building pretend plays kills in toddlers with and without hearing loss: Maternal scaffolding styles. Deafness & Education International, 6 (3), 129-153. https://doi.org/10.1002/dei.176
  • Centers for Disease Control and Prevention. (2015). Treatment and intervention services. Retrieved from http://www.cdc.gov/ncbddd/hearingloss/treatment.html
  • Christensen, L.B., Johnson, R.B. & Turner, L.A. (2015). Araştırma yöntemleri desen ve analiz. [Research methods design and analysis] (Tr: A. Aypay). Anı Publishing
  • Clark, M. (2007). A practical guide to quality interaction with children who have a bearing loss. Plural Pub.
  • Dammeyer, J. (2010). Psychosocial development in a Danish population of children with cochlear implants and deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 15(1), 50-58. https://doi.org/10.1093/deafed/enp024
  • DesGeorges, J. (2003). Family perceptions of early hearing, detection, and intervention systems: Listening to and learning from families. Mental retardation and developmental disabilities research reviews, 9(2), 89-93. https://doi.org/10.1002/mrdd.10064
  • DesJardin, J. L. (2006). Family empowerment: Supporting language development in young children who are deaf or hard of hearing. The Volta Review, 106, 275-298.
  • Division for Early Childhood (DEC). (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/recommendedpractices
  • Duncan, J. (2017). Circles of influence. In E.A. Rhoades and J. Duncan (Eds.), Auditory-verbal practice: Family-centered early intervention (2nd edition) (pp. 67-77). Charles C Thomas Publisher.
  • Dunst, C.J. (2000). Revisiting rethinking early intervention. Topics in Early Childhood Special Education, 20 (2), 95-104. https://doi.org/10.1177/027112140002000205
  • Eleweke, C. J., Gilbert, S., Bays, D., & Austin, E. (2008). Information about support services for families of young children with hearing loss: A review of some useful outcomes and challenges. Deafness & Education International, 10(4), 190-212. https://doi.org/10.1002/dei.247
  • Ertürk Mustul, E., Turan, Z. & Uzuner, Y. (2016). İşitme kayıplı çocuğu olan bir annenin etkileşim davranışlarının aile eğitimi bağlamında incelenmesi [Evaluation of the Interactive Behaviors of a mother with her child who have a hearing loss in the context of parent guidance process], Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17(1), 1-22. https://doi.org/10.21565/ozelegitimdergisi.417177
  • Estabrooks, W., (2006). Auditory-verbal therapy and practice. Washington: Alex Graham Bell Assn. for Deaf.
  • Fitzpatrick, E., Graham, I. D., Durieux-Smith, A., Angus, D., & Coyle, D. (2007). Parents’ perspectives on the impact of the early diagnosis of childhood hearing loss. International Journal of Audiology, 46, 97-106. https://doi.org/10.1080/14992020600977770
  • Fitzpatrick, E., Angus, D., Durieux-Smith, A., Graham, I. D., & Coyle, D. (2008). Parents’ needs following identification of childhood hearing loss. American Journal of Audiology, 17(1), 38-49. https://doi.org/10.1044/1059-0889
  • Glesne, C. (2014). Nitel araştırmaya giriş [Introduction to qualitative research]. (Tr: A. Ersoy & P. Yalçınoğlu). Anı Publishing.
  • Guba, E. G. & Lincoln, Y. S. (1981). Effective evaluation: Improving the usefulness of evaluation results through responsive and naturalistic approaches. USA: Jossey-Bass.
  • Guba, E. G. & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. ECTJ, 30(4), 233-252. https://doi.org/10.1007/BF02765185
  • Hintermair, M. (2006). Parental resources, parental stress, and socioemotional development of deaf and hard of hearing children. Journal of Deaf Studies and Deaf Education, 11(4), 493-513. https://doi.org/10.1093/deafed/enl005
  • Joint Committee on Infant Hearing [JCIH]. (2007). Year 2007 position statement: Principles and guidelines for early hearing detection and intervention programs. Official Journal of American Academy of Pediatrics, 120, 898-921. https://doi.org/10.1542/peds.2007-2333
  • Kılıç, M. (2020). İşitme kayıplı çocukların dil gelişiminin desteklenmesine yönelik aile gereksinimlerinin belirlenmesi [Determination of family needs to support language development of children with hearing loss]. [Unpublished MSc Thesis]. Eskişehir: Anadolu Üniversitesi.
  • Knowles, M.S., Holton, E.F. & Swanson, R.A. (2005). The adult learner (6th ed.). Elsevier.
  • Knowles, M.S., Swanson, R.A. & Holton, E.F. (2015). Yetişkin egitimi [The adult learner]. (Tr: O. Gündüz). Kaknüs Publishing.
  • Kurtzer-White, E. & Luterman, D. (2003). Families and children with hearing loss: Grief and coping. Mental Retardation and Developmental Disabilities, 9, 232-235. https://doi.org/10.1002/mrdd.10085
  • Küpeli, S. (2020). Koklear implant uygulama sürecinin işitme kayıplı çocuk ailelerinin ve uzmanların bakış açısından incelenmesi [Examination of the cochlear implant application process from the perspective of families of children with hearing loss and experts]. [Unpublished MSc Thesis]. Eskişehir: Anadolu Üniversitesi.
  • Marschark, M. (2007). Raising and educating a deaf child (2nd ed.). Oxford University Press.
  • Marschark, M., Lang, H. G. & Albertini, J. A. (2002). Reading, writing and literacy. In M. Marschark, G. L. Harry, J. A. Albertini (Eds). Educating deaf students. From research to practice (pp.157-186). Oxford University Press.
  • Merriam, S. B. (2009). Qualitative research a guide to design and implementation. John Wiley & Sons Inc.
  • Merriam, S.B. & Bierema, L.L. (2013). Adult learning linking theory and practice. Jossey-Bass Inc.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Sage.
  • Moeller, M. P., Carr, G., Seaver, L., Stredler-Brown, A., & Holzinger, D. (2013). Best practices in family-centered early intervention for children who are deaf or hard of hearing: An international consensus statement. The Journal of Deaf Studies and Deaf Education, 18(4), 429-445. https://doi.org/10.1093/deafed/ent034
  • Muñoz, K., Olson, W. A., Twohig, M. P., Preston, E., Blaiser K. & White, K. R. (2015). Pediatric hearing aid use: Parent-reported challenges. Ear & Hearing, 36, 279–287. https://doi.org/10.1097/AUD.0000000000000111
  • Niparko, J. K., Tobey, E. A., Thal, D. J., Eisenberg, L. S., Wang, N. Y., Quittner, A. L., & CDaCI Investigative Team. (2010). Spoken language development in children following cochlear implantation. Jama, 303(15), 1498-1506. https://doi.org/10.1001/jama.2010.451
  • Patton, M. Q. (2005). Qualitative research. John Wiley & Sons, Ltd. Sjoblad, S., Harrison, M., Roush, J. & McWilliam, R. A. (2001). Parents’ reactions and recommendations after diagnosis and hearing aid fitting. American Journal of Audiology, 10 (1), 24-31. https://doi.org/10.1044/1059-0889
  • Turan, Z., Koca, A., & Uzuner, Y. (2019). İşitme kayıplı çocuğu olan bir annenin aile eğitimi sürecinin incelenmesi [Evaluation of the early intervention process of the mother of a child with hearing loss], Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(1), 93-117. https://doi.org/10.21565/ozelegitimdergisi
  • Uzuner, Y. (1993). An investigation of a hearing mother’s reading aloud efforts to her preschool age hearing and hearing impaired children before bedtime. [Unpublished Doctoral Dissertation]. Cincinnati University.
  • Yin, K. R. (2009). Case study research design and methods. (4th ed.). Sage Publications.
  • Yoshinaga-Itano, C. (2014). Principles and guidelines for early intervention after confirmation that a child is deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 19, 143 175. https://doi.org/10.1093/deafed/ent043
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İşitme Engelli Eğitimi
Bölüm Makaleler
Yazarlar

Hilal Atlar-yıldırım 0000-0001-7272-1462

Çiğdem Uysal 0000-0002-7884-8728

Tezcan Çavuşoğlu 0000-0002-2225-6651

Hülya Ceren Tutuk 0000-0002-4208-8181

Hasan Gürgür 0000-0002-4016-4048

Yayımlanma Tarihi 31 Ekim 2023
Gönderilme Tarihi 29 Aralık 2022
Kabul Tarihi 21 Mart 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 2023 Sayı: 21

Kaynak Göster

APA Atlar-yıldırım, H., Uysal, Ç., Çavuşoğlu, T., Tutuk, H. C., vd. (2023). What Kind of Information Is Provided to Families of Children with Hearing Loss in Early Education Practices?. Uluslararası Türk Eğitim Bilimleri Dergisi, 2023(21), 458-490. https://doi.org/10.46778/goputeb.1226552