Türkiye’de Erken Çocukluk Dönemi Özel Eğitimde Aile Eğitimi
Özet
Bu bölümde, erken çocukluk döneminde özel eğitime gereksinim duyan çocukların eğitiminde aile katılımının ve eğitiminin kritik önemini vurgulamaktadır. Aile, çocuğun gelişim sürecinde ve öğrenme yaşantılarında en temel ve etkili unsurdur. Bu nedenle, erken çocukluk özel eğitim müdahale sürecinde sunulacak hizmetlerinin başarısı için ailelerin sürece aktif olarak katılması ve desteklenmesi gereklidir. Ayrıca bölümde, erken çocukluk özel eğitiminde uygulanan farklı hizmet modelleri ve bu modellerde ailenin rolü detaylı bir şekilde incelenmektedir. Aile merkezli hizmetler, evde destek hizmetleri, okul temelli programlar gibi farklı modellerin avantajları ve dezavantajları tartışılmaktadır. Ayrıca, ailelerin özel eğitim sürecindeki rolleri, karar alma süreçlerine katılımları, çocuklarının eğitim ihtiyaçlarını anlamaları ve desteklemeleri gibi konular açıklanmıştır. Bunun yanı sıra, aile eğitimi modelleri ve yaklaşımları da kapsamlı bir şekilde ele alınmaktadır. Aile eğitimi programlarının içeriği, yöntemleri, ailelerin ihtiyaçlarına yönelik olarak nasıl düzenlenmesi gerektiği gibi konulara odaklanılmaktadır. Ebeveyn becerilerini geliştirme, çocuk davranışlarını yönetme, iletişim becerilerini güçlendirme gibi farklı yaklaşımlar değerlendirilmektedir.
Bu bölüm, erken çocukluk özel eğitiminde aile eğitiminin önemini ve farklı boyutlarını vurgulayarak, alandaki güncel bilgi ve uygulamaları sunmayı amaçlamaktadır.
Referanslar
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
Ardıç, A. (2010). Aile eğitimi uygulama modelleri. A. Cavkaytar (Ed.). Özel eğitimde aile rehberliği. içinde (249-288). Ankara: Maya Akademi.
Bailey, D. B., McWilliam, R. A., & Buysse, V. (1998). Family involvement in school-age children’s education. Exceptional Children, 65(1), 7–21.
Birkan, B. (2002). Erken özel eğitim hizmetleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 3(02).
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Broderick, P. C., & Blewitt, P. (2010). The life span: Human development for helping professionals (3rd ed.). Pearson.
Brown, L. (2019). Familycentered Practices in Early Childhood Special Education". Early Childhood Education Journal.
Cavkaytar, A., Ardıç, A., & Aksoy, V. (2014). Aile Gereksinimlerini Belirleme Aracının Geçerlik ve Güvenirliğinin Güncellenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 15(02), 1-14.
Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning. The Guilford Press.
Çağdaş, A., & Seçer, Z. (2004). Parental Training for Happier and Healthier Tomorrows. Konya, Eğitim Publishers.
Dale, N. (1996). Working with families of children with special needs: Partnership and practice. London: Routledge.
Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014.
Doe, J. (2018). "Effective Family Training Programs for Children with Special Needs". Education Research Review.
Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2006). Family support program quality and parent, family and child benefits. Journal of Early Intervention, 28(1), 45–61.
Dunst, C. J., & Trivette, C. M. (2009). Capacity-building family-systems intervention practices. Journal of Family Social Work, 12(2), 119–143.
Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.
Epstein, J. L. (2010). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 92(3), 81–96.
Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182–191.
Gordon, J. (2009). An evidence-based approach for supporting parents experiencing chronic sorrow. Pediatric Nursery, 35(2),115-119.
Guralnick, M. J. (1997). The effectiveness of early intervention for vulnerable children: A developmental perspective. American Journal on Mental Retardation, 102(4), 319–345.
Hastings, R. P., & Brown, T. (2002). Coping strategies and the impact of challenging behaviours on special educators' burnout. Mental Retardation, 40(2), 148–156.
Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support: An example from a middle school. Journal of Positive Behavior Interventions, 7(1), 5–19.
Kellar-Guenther, Y., Rosenberg, S. A., Block, S. R., & Robinson, C. C. (2014). Parent involvement in early intervention: What role does setting play?. Early Years, 34(1), 81-93.
Kucharczyk, S., Shaw, E., Myles, B. S., Sullivan, L., Szidon, K., & Tuchman-Ginsberg, L.(2012). Guidance & Coaching on Evidence-Based Practices for Learners with Autism Spectrum Disorders. National Professional Development Center on Autism Spectrum Disorders.
Kurşuncu, M. A. & Hatipoğlu Sümer, Z. (2021) Nuclear Family Emotional Fun¬ctioning and Marital Satisfaction: The Cultural Lens of Self-Construal, The American Journal of Family Therapy, https://doi.org/10.1080/01926187.2021.1992804
Maoney, G., & Wheeden, C. A. (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. doi: 10.1177/027112149701700204
Mahoney, G., Boyce, G., Fewell, R. R., Spiker, D., & Wheeden, C. A. (1998). The relationship of parent-child interaction to the effectiveness of early intervention services for at-risk children and children with disabilities. Topics in Early Childhood Special Education, 18(1), 5-17. doi: 10.1177/027112149801800104
Mahoney, G., Kim, J., & Lin, C. (2007). Pivotal behaviour model of developmental learning. Infants and Young Children, 20(4), 311-325. doi: 10.1177/027112149801800104
Mahoney, G., Kaiser, A. P., & Hancock, T. (2005). The effects of responsive teaching on the developmental functioning of young children with disabilities. Topics in Early Childhood Special Education, 25(2), 81–90.
McLean, M., Sandall, S. R., & Smith, B. J. (2016). A history of early childhood special education. Reichow, B., Boyd, B. a., Barton, E. E. ve Odom, S. L. (Ed), Handbook of early childhood special education içinde (s. 3-19). Switzerland: Springer.
McWilliam, R. A. (2010). Working with families of young children with special needs. The Guilford Press.
MEB. (2018). Ozel eğitime ihtiyacı olan bireyler icin okul oncesi ozel eğitim oğretim programı. https://orgm.meb.gov.tr/meb_iys_dosyalar/2018_10/09145549_Okul_Yncesi_son_pdf.pdf
National Professional Development Center (2011). National Professional Development Center on Autism. https://autismpdc.fpg.unc.edu/national-professional-development-center-autism-spectrum-disorder adresinden edinilmiştir.
Özel Eğitim Hizmetleri Yönetmeliği [Special Education Services Regulation] (2006).
Public Law (1975). https://www2.ed.gov/about/offices/list/osers/idea35/history/index_pg10.html adresinden edinilmiştir.
Robinson, C. C. (1988). Parent Involvement in Early Childhood Special Education.
Rush, D. D., & Shelden, M. L. L. (2011). The early childhood coaching handbook. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285.
Sameroff, A. J., & MacKenzie, M. J. (2003). Research strategies for capturing transactional models of development: The limits of the possible. Development and psychopathology, 15(3), 613-640.
Seligman, M. (2000). Conducting effective conferences with parents of children with disabilities: A guide for teachers. New York: Guilford Press.
Smith, T. E. C., Gartin, B. C., Murdick, N. L. ve Hilton, A. (2006). Families and children with spe¬cial needs: Professional and family partnership. New Jersey: Pearson Merrill Prentice Hall.
Smith, T. & Jones, A. (2020). "Early Childhood Special Education and Family Involvement". Journal of Special Education.
Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. National Academy Press.
Sheldon, S. B., & Epstein, J. L. (2005). Involvement counts: Family and community partnerships and mathematics achievement. The Journal of Educational Research, 98(4), 196–206.
Singer, G. H. S. (2006). Meta-analysis of comparative studies of depression in mothers of children with and without developmental disabilities. American Journal on Mental Retardation, 111(3), 155–169.
Tomeny, K. R., McWilliam, R. A., & Tomeny, T. S. (2020). Caregiver-implemented intervention for young children with autism spectrum disorder: A systematic review of coaching components. Review Journal of Autism and Developmental Disorders, 7(2), 168-181. https://doi.org/10.1007/s40489-019-00186-7
Turnbull, A. P., Turnbull, H. R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Family engagement and involvement in early childhood special education. Early Childhood Education Journal, 43(3), 183-193. https://doi.org/10.1007/s10643-014-0645-1
Turnbull, A. P., Turnbull, H. R., & Wehmeyer, M. L. (2010). Exceptional lives: Special education in today’s schools (7th ed.). Pearson.
Türk Dil Kurumu. (2019). Türk Dil Kurumu Sözlükleri. Erişim Tarihi: 16 Eylül 2024.
Weiss, M. J. (2002). Hardiness and social support as predictors of stress in mothers of typical children, children with autism, and children with mental retardation. Autism, 6(1), 115–130.
