Annelerin Eğitim Düzeyine Göre Çocuklarda İşitsel İşlemleme Bozukluğu Farkındalığının Değerlendirilmesi

Year 2025, Volume: 12 Issue: 2, 224 - 240, 31.12.2025

Işık Sibel Küçükünal

https://doi.org/10.51725/etad.1802928

Abstract

Bu araştırma, annelerin eğitim düzeyi ile çocuklarında İşitsel İşlemleme Bozukluğu farkındalığı ve eğitsel müdahale süreci arasındaki ilişkiyi incelemektedir. İşitsel İşlemleme Bozukluğu, işitme normal olmasına rağmen, gürültülü ortamlarda konuşmaları anlama güçlüğüdür. Çalışmaya eğitim düzeyine göre dört gruba ayrılmış 101 anne katılmış ve araştırmacı tarafından hazırlanan anketi doldurmuştur. Veriler Ki-Kare ve Fisher’s Exact testleri ile analiz edilmiştir. Annelerin eğitim düzeyi ile İşitsel İşlemleme Bozukluğu farkındalığı arasında anlamlı bir fark bulunamamıştır. Ayrıca, çocuğu için dil-konuşma uzmanına başvuru yapan ve yapmayan anneler arasında da fark gözlenmemiştir. Farkındalık eksikliği, çocuğun yaşadığı zorlukların disleksi gibi diğer nörogelişimsel bozukluklarla karıştırılmasına neden olabilir. İşitsel İşlemleme Bozukluğu dil ve konuşma gecikmesi, okuma-yazma güçlüğü ve akademik başarısızlıkla ilişkilidir. Bu durum öğrenme güçlüğü veya diğer gelişimsel bozuklar olmayıp, işlemleme farklılığıdır. Erken tanı, bireyselleştirilmiş eğitim programları ve disiplinler arası iş birliği ile desteklenmelidir. Ailelerin bu konuda bilinçlendirilmesi önem taşımaktadır.

Keywords

İşitsel işlemleme bozukluğu , Anne eğitim düzeyi , Erken müdahale , Özel eğitim

Ethical Statement

Bu araştırma, Gazi Üniversitesi Rektörlüğü Etik Komisyonunun 08.07.2025 tarih ve 2025-1174 sayılı araştırma kod numarası ile yürütülmüştür.

Supporting Institution

Bu araştırma da herhangi bir kurum, kuruluş veya kişiden destek alınmamıştır.

Assessment of Awareness of Auditory Processing Disorder in Children According to Mothers' Educational Level

Abstract

This study examines the relationship between mothers' educational level and their awareness of Auditory Processing Disorder in their children and the educational intervention process. Auditory Processing Disorder is the difficulty in understanding speech in noisy environments despite normal hearing. The study included 101 mothers divided into four groups based on educational level, who completed a questionnaire prepared by the researcher. Data were analyzed using Chi-Square and Fisher's Exact tests. No significant difference was found between mothers' educational level and awareness of Auditory Processing Disorder. Furthermore, no difference was observed between mothers who sought help from a speech-language pathologist for their child and those who did not. Lack of awareness may lead to the child's difficulties being confused with other neurodevelopmental disorders, such as dyslexia. Auditory Processing Disorder is associated with language and speech delay, reading and writing difficulties, and academic failure. This condition is not a learning disability or other developmental disorder but a processing difference. Individualized education programs and interdisciplinary collaboration should support early diagnosis. It is important to raise awareness among families about this issue.

Keywords

Auditory processing disorder , Mother , Early intervention , Special education

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