Erken Eğitim Uygulamalarında İşitme Kayıplı Çocuk Ailelerine Süreçte Ne Tür Bilgiler Veriliyor?

Year 2023, , 458 - 490, 31.10.2023

Hilal Atlar-yıldırım , Çiğdem Uysal , Tezcan Çavuşoğlu , Hülya Ceren Tutuk , Hasan Gürgür

https://doi.org/10.46778/goputeb.1226552

Abstract

İşitme kayıplı çocukların yetersizliklerine bağlı olarak dil gelişimi ve diğer gelişim alanlarında akranlarına oranla gecikmeler yaşayabilecekleri bilinmektedir. İşitme kayıplı çocukların yaşayabilecekleri bu gecikmeleri en aza indirmede erken tanı, işitme teknolojilerinden faydalanma ve erken eğitim ortamlarına aileleriyle birlikte katılım sağlamaları oldukça önemlidir. Bu araştırmanın amacı; erken dönemde işitme kayıplı çocuklar ve aileleri ile sürdürülen erken eğitim uygulamalarında ailelere sunulan bilgilerin incelenmesidir. Nitel araştırma yöntemlerinden durum çalışması ile gerçekleştirilen araştırmanın verileri; gözlemler, yarı yapılandırılmış görüşmeler belgeler ve ürünler ile toplanmıştır. Araştırmanın verileri tümevarımsal olarak analiz edilmiştir. Araştırmanın sonucunda; ailelere sunulan bilgilerin sürekli etkileşime dayalı, açık ve yanıtlayıcı etkileşimler içeren, aileyi cesaretlendiren, döngüsel olarak bir önceki bilgilendirmeden beslenen ve genişleyen şekilde aktarıldığı görülmüştür. Eğitimcinin çocuğun ve ailenin öyküsü, cihaz kullanımı, günlük rutinler ile ilgili bilgiler aldığı, ailelerin çocuklarının gelişimi, davranış problemleri ile başa çıkma ve gelecek beklentileri ile ilgili bilgi gereksinimlerinin olduğu bulgularına erişilmiştir. Ayrıca eğitimcilerin ailelere; işitme cihazının kullanımı, dil ve iletişim becerilerini destekleme, günlük rutinlerin zenginleştirilmesi ve ek yetersizliklere ilişkin bilgiler sağladığı belirlenmiştir. Erken eğitim uygulamalarında; oyuncaklar, resimli kartlar, hikaye kitapları, şarkı metinleri gibi materyallerin kullanıldığı ve sunulan bilgilerin ürünü olarak aile bilgi formlarının kayıt için kullanıldığı bulgularına erişilmiştir.

Keywords

İşitme Kayıplı Çocuklar, Aile Eğitimi, Aile Bilgilendirme, Erken Eğitim, Durum Çalışması

What Kind of Information Is Provided to Families of Children with Hearing Loss in Early Education Practices?

Abstract

It is known that children with hearing loss may experience delays in language development and other developmental areas compared to their peers, depending on their disabilities. Early diagnosis, benefiting from hearing technologies, and participation in early education environments with their families are very important in minimizing these delays that children with hearing loss may experience. The purpose of this research is, therefore, to examine the information presented to families in early education practices with children with hearing loss and their families. The data of this case study, one of the qualitative research methods, was collected through observations, semi-structured interviews, documents, and products. The data was analyzed inductively. The findings showed that the information presented to the families is transmitted in a way that is based on continuous interaction, includes open and responsive interactions, encourages the family, and that feeds and expands cyclically from the previous information. It was also found that the educator received information about the history of the child and family, device use, daily routines, and that the families needed information about their children's development, coping with behavioral problems and future expectations. Additionally, that the educators ensured that the families received information on the use of hearing aids, language support and communication skills, enrichment of daily routines, and additional deficiencies were revealed. In early education implementations, materials such as toys, picture cards, story books, song texts were used and forms for informing families were used for registration as a product of the information presented.

Keywords

Children With Hearing Loss, Family Education, Informing Families, Early Education, Case Study

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