Perspectives and Experiences of Families of Children Diagnosed with a Specific Learning Disability: Exploring the Diagnostic Process

Ali Bıçakcı; Orhan Çakıroğlu

Makale detayları

Perspectives and Experiences of Families of Children Diagnosed with a Specific Learning Disability: Exploring the Diagnostic Process

Yazarlar:

Ali Bıçakcı | Orhan Çakıroğlu

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 3, pp.786-817

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001303492

pISSN:

2667-6788

Anahtar kelimeler:

Özet:

 This study aims to determine the views and experiences of families with a child with a specific learning disability SLD regarding the diagnosis processes of individuals with SLD. In this context, phenomenology design was used to examine in depth the views of families with children with SLD on the evaluation processes. The study participants consisted of eight families with children diagnosed with SLD. The research data were obtained using semi-structured interviews and personal information forms. Pilot interviews were conducted to finalize the interview questions. The data obtained in the research were analyzed using content analysis. Findings of the research show that all of the families had limited knowledge about SLD, but that they gained more experience with SLD after their children were diagnosed and started school. Moreover, some families had difficulty accepting that their children had been diagnosed with SLD, while other students and their families and students with SLD had no problems. Some families found the evaluation period in the GRC and hospital sufficient, while others found this period insufficient. Some of the families asked the GRC staff to inform them about SLD. Other findings include that families could not make an appointment for medical evaluation at an early date, some families wanted the evaluation process in the hospital to be extended over time and their children to be diagnosed with multiple interviews, families had both positive and negative opinions about classroom and school counselors and GRC staff. Some of the families stated that the hospital staff forgot that their children had special needs and that they often warned their children as if they were typically developing children.

 This study aims to determine the views and experiences of families with a child with a specific learning disability SLD regarding the diagnosis processes of individuals with SLD. In this context, phenomenology design was used to examine in depth the views of families with children with SLD on the evaluation processes. The study participants consisted of eight families with children diagnosed with SLD. The research data were obtained using semi-structured interviews and personal information forms. Pilot interviews were conducted to finalize the interview questions. The data obtained in the research were analyzed using content analysis. Findings of the research show that all of the families had limited knowledge about SLD, but that they gained more experience with SLD after their children were diagnosed and started school. Moreover, some families had difficulty accepting that their children had been diagnosed with SLD, while other students and their families and students with SLD had no problems. Some families found the evaluation period in the GRC and hospital sufficient, while others found this period insufficient. Some of the families asked the GRC staff to inform them about SLD. Other findings include that families could not make an appointment for medical evaluation at an early date, some families wanted the evaluation process in the hospital to be extended over time and their children to be diagnosed with multiple interviews, families had both positive and negative opinions about classroom and school counselors and GRC staff. Some of the families stated that the hospital staff forgot that their children had special needs and that they often warned their children as if they were typically developing children.

 This study aims to determine the views and experiences of families with a child with a specific learning disability SLD regarding the diagnosis processes of individuals with SLD. In this context, phenomenology design was used to examine in depth the views of families with children with SLD on the evaluation processes. The study participants consisted of eight families with children diagnosed with SLD. The research data were obtained using semi-structured interviews and personal information forms. Pilot interviews were conducted to finalize the interview questions. The data obtained in the research were analyzed using content analysis. Findings of the research show that all of the families had limited knowledge about SLD, but that they gained more experience with SLD after their children were diagnosed and started school. Moreover, some families had difficulty accepting that their children had been diagnosed with SLD, while other students and their families and students with SLD had no problems. Some families found the evaluation period in the GRC and hospital sufficient, while others found this period insufficient. Some of the families asked the GRC staff to inform them about SLD. Other findings include that families could not make an appointment for medical evaluation at an early date, some families wanted the evaluation process in the hospital to be extended over time and their children to be diagnosed with multiple interviews, families had both positive and negative opinions about classroom and school counselors and GRC staff. Some of the families stated that the hospital staff forgot that their children had special needs and that they often warned their children as if they were typically developing children.

 Bu çalışmanın amacı, özel öğrenme güçlüğü ÖÖG tanılı çocuğu olan ailelerin ÖÖG olan bireylerin tanılama süreçlerine ilişkin görüşlerini ve deneyimlerini belirlemektir. Bu kapsamda ÖÖG tanılı çocuğu bulunan ailelerin değerlendirme süreçlerine yönelik görüşlerini derinlemesine incelemek amacıyla olgubilim fenomenoloji deseni kullanılmıştır. Araştırmanın katılımcılarını ÖÖG tanılı çocuğu olan 8 aile oluşturmuştur. Araştırmanın verileri yarı yapılandırılmış görüşme formu ve kişisel bilgi formu kullanılarak elde edilmiştir. Görüşme sorularına son şeklini vermek amacıyla pilot görüşmeler yapılmıştır. Araştırmada elde edilen veriler, içerik analizi tekniği kullanılarak analiz edilmiştir. Araştırmanın bulgularına göre; ailelerin tamamının ÖÖG hakkında sınırlı düzeyde bilgi sahibi olduğu tespit edilmiştir. Ailelerin çocukları tanılandıktan ve okula başladıktan sonra ÖÖG hakkında daha çok deneyim kazandığı ortaya çıkmıştır. Çocuklarının ÖÖG tanısı alması karşısında ailelerin bu durumu kabullenmekte çok zorlandığı ortaya çıkmıştır. Diğer öğrenciler ve onların aileleri ile ÖÖG tanılı öğrencilerin bir sorun yaşamadığı tespit edilmiştir. Bazı ailelerin RAMdaki ve hastanedeki değerlendirme süresini yeterli, bazılarının ise bu süreyi yetersiz bulduğu tespit edilmiştir. Ailelerin bir kısmının ÖÖG konusunda RAM personelinden kendilerini bilgilendirmelerini istediği bulgusuna ulaşılmıştır. Ailelerin tıbbi değerlendirme için erken tarihe randevu alamadığı ortaya çıkmıştır. Bazı ailelerin hastanedeki değerlendirme sürecinin zamana yayılmasını ve birden çok görüşme ile çocuklarına tanı konulmasını istediği tespit edilmiştir. Ailelerin sınıf ve okul rehber öğretmenleri ve RAM personeline ilişkin hem olumlu hem de olumsuz görüşleri olduğu ortaya çıkmıştır. Ailelerden bazıları, hastane personelinin çocuklarının özel gereksinimli olduğunu unuttuğunu, çocuklarını tipik gelişim gösteriyor gibi görüp sık sık uyardığını belirtmişlerdir.

Makale detayları

Perspectives and Experiences of Families of Children Diagnosed with a Specific Learning Disability: Exploring the Diagnostic Process

Yazarlar:

Ali Bıçakcı | Orhan Çakıroğlu

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 3, pp.786-817

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001303492

pISSN:

2667-6788

Specific learning disability

Educational evaluation

Medical diagnostics

Family

Guidance and research centerÖzel öğrenme güçlüğü

Eğitsel değerlendirme

Tıbbi tanılama

Aile

Rehberlik ve araştırma merkezi

Sayı

Makale detayları

Yazarlar: Ali Bıçakcı | Orhan Çakıroğlu

Yayıncı: Bursa Uludağ University

Ana Başlıklar: Alan Eğitimleri

Dergi: Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 3, pp.786-817

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001303492

pISSN: 2667-6788

Sayı

Yazarlar:

Ali Bıçakcı | Orhan Çakıroğlu

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 3, pp.786-817

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001303492

pISSN:

2667-6788