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

Year 2015, Volume: 15 - Volume 15 Issue Özel, - , 01.03.2015

Murat Doğan

https://doi.org/10.17240/aibuefd.2015.15.0-5000128646

Cited By: 2

Abstract

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

Keywords

Children with Disabilities, Family, Parent Education, Traditional Parent Education

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

Abstract

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

Keywords

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