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Yetişkin Eğitimi Bakış Açısıyla İşitme Kayıplı Çocuğu Olan Ailelerle Çalışmak

Yıl 2015, Cilt: 15 - Özel Sayı, - , 01.03.2015
https://doi.org/10.17240/aibuefd.2015.15.0-5000128641

Öz

İşitme kayıplı çocukların eğitimine aile katılımının çocuğun dil gelişimini hızlandırdığı uzun yıllardan beri bilinmekte ve sözel eğitimi benimseyen programlarda aile eğitimi özel bir yer tutmaktadır. Ailelerle çalışmak, eğitimci açısından çocuklarla çalışmaktan daha farklı becerilere sahip olmayı gerektirmektedir. Eğitimci, çocukla değil anne-baba ile çalışmakta, dolayısıyla “öğrenme-öğretme” ilişkisi yetişkinler arasında kurulmaktadır. Bu bağlamda yetişkin öğrenmesini açıklayan bazı kavramlar, öğretmenlerin anne-babalarla yaptıkları çalışmalara ışık tutarak, eğitim uygulamalarını yeniden düzenlemelerine yardımcı olabilir. Bu nedenle bu çalışmada, yetişkin eğitiminde kullanılan bazı tanımlar ve bunların aile merkezli uygulamalarla ilgisi açıklanmaya çalışılmıştır

Kaynakça

  • Beckett, D. (2011). Adult learning: Philosophical issues. In K. Rubenson (Ed.), Adult Learning and Education, (pp. 35-40). Oxford, UK: Academic Press.
  • Brown, P. M. & Nott, P. (2005). Family centered practice in early intervention for oral language development: Philosophy, methods and results. In P. E. Spencer (Ed.), Advances in the Spoken Language Development of Deaf and Hard of Hearing Children , (pp. 136-165). NC, USA: Oxford University Press.
  • Childress, D. C. (2004). Special instructions in natural environments: Best practices in early intervention. Infants and Young Children, 17, 162-170.
  • Clark, M (2007). A practical guide to quality interaction with children who have a hearing loss. San Diego, Oxford, Brisbane: Singular Publishing.
  • Cranton, P. (2011). Adult learning and instruction:Transformative-learning perspectives. In K. Rubenson (Ed.), Adult Learning and Education, (pp. 53-59). Oxford, UK: Academic Press.
  • DesJardin, J.L. (2006). Family empowerment: Supporting language development in young children who are deaf or hard of hearing. Volta Review, 106 (monograph), 275-298.
  • Dunst, C. J.,Trivette, C. M., Davis, M. & Cornwell, J. (1988). Enabling and empowering families of children with health impairments. CHC, Fall,17, 71-81.
  • Dunst, C. J. (2002). Family centered practices: Birth through high school. Journal of Special Education, 36, 139-147.
  • Dunst, C. J., Hamby, D. W. & Brookfield, J. (2007). Modelling the effects of early childhood intervention variables on parent and family well being. Journal of Applied Quantitative Methods,2, 268-288.
  • Estabrooks, W. (2006). AVT theory and practice. Washington, DC: AGB Association for the Deaf and Hard of Hearing.
  • Evans, R. & Robinshaw, H. (2000). Community-based early provision for young deaf children aged from birth to five years. Early Development and Care, 165, 105- 143.
  • Illeris, K. (2011). Characteristics of adult learning. In K. Rubenson (Ed.), Adult Learning and Education, (pp. 47-52). Oxford, UK: Academik Press.
  • Jackson, C. W., Traub, R. J. & Turnbull, A. P. (2008). Parents' experiences with childhood Communication Disorders Quarterly, 9, 82-98. Implications for family centered practices.
  • Kaiser, A. P. & Hancock, T. B. (2003). Teaching parents new skills to support their young children's development. Infants and Young Children, 16, 9-21.
  • Kelly, J. F. & Barnard, K. E. (1999). Parent education within a relationship-focused model. Topics in Early Childhood Special Education ,19, 151-157.
  • Mahoney, G. (2009). Relationship focus intervention (RFI): Enhancing the role of parents in children's developmental intervention. International Journal of Early Childhood Special Education, 1, 1-16.
  • Mahoney, G. & Wiggers, B. (2007). The role of parents in early intervention: Implications for social work. Children and Schools, 29, 7-15.
  • Mahoney, G. & Whedan, C.A. (1997). Parent-child interaction: The foundations for family centered early intervention practice: A response to Baird and Peterson. Topics in Early Childhood Special Education, 17, 165-184.
  • McWilliam, R.A., Snyder, P., Harbin, G. L., Porter, P. & Munn, D. (2000). Professionals' and families' perceptions of family centered practices in infant-toddler services. Early Education and Development, 11, 519-538.
  • Miriam, S. B. (2011). Adult learning. In K. Rubenson (Ed.), Adult Learning and Education, (pp 29-34). Oxford, UK: Academik Press.
  • Mitchell, W. & Sloper, P (2002). Information that informs rather than alienates families with disabled children: Developing a model of good practice. Health and Social Care in the Community, 10, 74-81.
  • Özdemir, S. (2008). A paradigm shift in early intervention services: from child centeredness to family centeredness. Retrieved October 17, 2008, from http://dx.doi.org/10.12739/
  • Rapaport, J. (1981). In praise of paradox: A social policy of empowermen over prevention. Journal of Community Psychology, 9, 1-25.
  • Talay-Ongan, A. (2001). Early intervention: Critical role of service providers. International Journal of Early Years Education. 9, 221-228.
  • White, K.R. (2006). Early intervention for children with permanent hearing loss: Finishing the EHDI revolution. Volta Review, 106 (monograph), 237-258.
  • Winton, P. J., Sloop, S., & Rodriguez, P.(1999). Parent education: A term whose time is past. Topics in Early Childhood Special Education ,19, 157-163.
  • Yoshinago-Itano, C. (1998). Early identification and intervention: It does make a difference. Audiology Today,10 (Suppl. 11), 20-22.
  • Zaidman-Zait, A. & Young, R. A. (2008). Parental involvement in the habilitation process following children's cochlear implantation: An action theory perspective. The Journal of Deaf Education and Deaf Studies, 13, 193-214.

Working with Parents Who Have Children with Hearing Loss: Adult Education Perspective

Yıl 2015, Cilt: 15 - Özel Sayı, - , 01.03.2015
https://doi.org/10.17240/aibuefd.2015.15.0-5000128641

Öz

For many years it is known that parents’ involvement in the education of children with hearing loss accelerates the language development of the child and parent education has a special place in programs that maintain verbal education. Working with parents in a good collaborative relationship requires certain skills different than working with children. As the educator works with parents “learning-teaching” relation is formed among the adults. In this respect certain concepts in adult learning may help teachers to evaluate and reconsider their education practices. Therefore this study aims to describe some basic concepts in adult education and their relations to family centered practices

Kaynakça

  • Beckett, D. (2011). Adult learning: Philosophical issues. In K. Rubenson (Ed.), Adult Learning and Education, (pp. 35-40). Oxford, UK: Academic Press.
  • Brown, P. M. & Nott, P. (2005). Family centered practice in early intervention for oral language development: Philosophy, methods and results. In P. E. Spencer (Ed.), Advances in the Spoken Language Development of Deaf and Hard of Hearing Children , (pp. 136-165). NC, USA: Oxford University Press.
  • Childress, D. C. (2004). Special instructions in natural environments: Best practices in early intervention. Infants and Young Children, 17, 162-170.
  • Clark, M (2007). A practical guide to quality interaction with children who have a hearing loss. San Diego, Oxford, Brisbane: Singular Publishing.
  • Cranton, P. (2011). Adult learning and instruction:Transformative-learning perspectives. In K. Rubenson (Ed.), Adult Learning and Education, (pp. 53-59). Oxford, UK: Academic Press.
  • DesJardin, J.L. (2006). Family empowerment: Supporting language development in young children who are deaf or hard of hearing. Volta Review, 106 (monograph), 275-298.
  • Dunst, C. J.,Trivette, C. M., Davis, M. & Cornwell, J. (1988). Enabling and empowering families of children with health impairments. CHC, Fall,17, 71-81.
  • Dunst, C. J. (2002). Family centered practices: Birth through high school. Journal of Special Education, 36, 139-147.
  • Dunst, C. J., Hamby, D. W. & Brookfield, J. (2007). Modelling the effects of early childhood intervention variables on parent and family well being. Journal of Applied Quantitative Methods,2, 268-288.
  • Estabrooks, W. (2006). AVT theory and practice. Washington, DC: AGB Association for the Deaf and Hard of Hearing.
  • Evans, R. & Robinshaw, H. (2000). Community-based early provision for young deaf children aged from birth to five years. Early Development and Care, 165, 105- 143.
  • Illeris, K. (2011). Characteristics of adult learning. In K. Rubenson (Ed.), Adult Learning and Education, (pp. 47-52). Oxford, UK: Academik Press.
  • Jackson, C. W., Traub, R. J. & Turnbull, A. P. (2008). Parents' experiences with childhood Communication Disorders Quarterly, 9, 82-98. Implications for family centered practices.
  • Kaiser, A. P. & Hancock, T. B. (2003). Teaching parents new skills to support their young children's development. Infants and Young Children, 16, 9-21.
  • Kelly, J. F. & Barnard, K. E. (1999). Parent education within a relationship-focused model. Topics in Early Childhood Special Education ,19, 151-157.
  • Mahoney, G. (2009). Relationship focus intervention (RFI): Enhancing the role of parents in children's developmental intervention. International Journal of Early Childhood Special Education, 1, 1-16.
  • Mahoney, G. & Wiggers, B. (2007). The role of parents in early intervention: Implications for social work. Children and Schools, 29, 7-15.
  • Mahoney, G. & Whedan, C.A. (1997). Parent-child interaction: The foundations for family centered early intervention practice: A response to Baird and Peterson. Topics in Early Childhood Special Education, 17, 165-184.
  • McWilliam, R.A., Snyder, P., Harbin, G. L., Porter, P. & Munn, D. (2000). Professionals' and families' perceptions of family centered practices in infant-toddler services. Early Education and Development, 11, 519-538.
  • Miriam, S. B. (2011). Adult learning. In K. Rubenson (Ed.), Adult Learning and Education, (pp 29-34). Oxford, UK: Academik Press.
  • Mitchell, W. & Sloper, P (2002). Information that informs rather than alienates families with disabled children: Developing a model of good practice. Health and Social Care in the Community, 10, 74-81.
  • Özdemir, S. (2008). A paradigm shift in early intervention services: from child centeredness to family centeredness. Retrieved October 17, 2008, from http://dx.doi.org/10.12739/
  • Rapaport, J. (1981). In praise of paradox: A social policy of empowermen over prevention. Journal of Community Psychology, 9, 1-25.
  • Talay-Ongan, A. (2001). Early intervention: Critical role of service providers. International Journal of Early Years Education. 9, 221-228.
  • White, K.R. (2006). Early intervention for children with permanent hearing loss: Finishing the EHDI revolution. Volta Review, 106 (monograph), 237-258.
  • Winton, P. J., Sloop, S., & Rodriguez, P.(1999). Parent education: A term whose time is past. Topics in Early Childhood Special Education ,19, 157-163.
  • Yoshinago-Itano, C. (1998). Early identification and intervention: It does make a difference. Audiology Today,10 (Suppl. 11), 20-22.
  • Zaidman-Zait, A. & Young, R. A. (2008). Parental involvement in the habilitation process following children's cochlear implantation: An action theory perspective. The Journal of Deaf Education and Deaf Studies, 13, 193-214.
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Zerrin Turan

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

Kaynak Göster

APA Turan, Z. (2015). Working with Parents Who Have Children with Hearing Loss: Adult Education Perspective. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15. https://doi.org/10.17240/aibuefd.2015.15.0-5000128641