Research Article
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Empowering Mothers of Children with Special Needs in Early Childhood Inclusion

Year 2018, Volume: 10 Issue: 2, 121 - 143, 31.12.2018
https://doi.org/10.20489/intjecse.512387

Abstract












Parents of young children with special needs in inclusion
are among key stakeholders influencing the effectiveness of inclusion. There is
significant evidence to suggest, however, that difficulties they encounter
throughout inclusion hinder parents to perform their role as partners. This
suggests that their role in their child’s education would be highly limited
unless their needs resulting from the challenges they face are not met. Meeting
their needs would empower them in fulfilling their roles and increase the
success of inclusion. This study examines the development and evaluation of a
needs-based training program designed for the mothers of children with special needs enrolled in inclusive preschools in North
Cyprus. Aiming to support them in overcoming the difficulties they
experience throughout inclusion by empowering them as partners, present study
employs a mixed methods approach with a dominant qualitative strand. Findings
of the study suggest the program have positive contributions to participating
mothers and their children.



References

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  • Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2011). Program evaluation: Alternative approaches and practical guidelines (4th ed.). Upper Saddle River, N. J.: Pearson Education.
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  • Gibbs, G. R. (2007). Analyzing qualitative data. In U. Flick (Eds.), The Sage qualitative research kit. London: Sage.
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  • Guralnick, M. J., & Bruder, M. B. (2016). Early childhood ınclusion in the United States: Goals, current status, and future directions. Infants & Young Children, 29(3), 166-177. doi: 10.1097/IYC.0000000000000071
  • Herman, K. C., Borden, L. A., Reinke, W. M., & Webster-Stratton, C. (2011). The impact of the Incredible Years Parent, Child, and Teacher Training Programs on children’s co-occurring internalizing symptoms. School Psychology Quarterly, 26(3), 189-201. doi:10.1037/a0025228
  • Hu, X., Turnbull, A., Summers, J. A., & Wang, M. (2015). Needs of Chinese families with children with developmental disabilities: A qualitative inquiry. Journal of Policy and Practice in Intellectual Disabilities, 12(1), 64-73. doi: 10.1111/jppi.12110
  • Hurley, J. J., & Horn, E. M. (2010). Family and professional priorities for inclusive early childhood settings. Journal of Early Intervention, 32(5), 335-350. doi: 10.1177/1053815110385650
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Year 2018, Volume: 10 Issue: 2, 121 - 143, 31.12.2018
https://doi.org/10.20489/intjecse.512387

Abstract

References

  • Abbasoğlu, S. (2016). Özel eğitim ve kaynaştIrma eğitimi uygulanan ilkokullarda özel eğitim hizmetlerinin öğretmen görüşlerine göre değerlendirilmesi [Assessment of special education and inclusive education school through teachers’ opinions]. Unpublished master thesis, Near East Mediterranean University, North Cyprus.
  • Alberto, P. A., & Troutman, A. C. (2006). Applied behavior analysis for teachers (7th ed.). Upper Saddle River, NJ: Pearson.
  • Bailey, D. B., Skinner, D., Correa, V., Arcia, E., Reyes-Blanes, M. E., Rodriguez,… Skinner, M. (1999). Needs and supports reported by Latino families of young children with developmental disabilities. American Journal on Mental Retardation, 104(5), 437-451.
  • Beneke, M. R., & Cheatham, G. A. (2016). Inclusive, democratic family–professional partnerships: (Re)conceptualizing culture and language in teacher preparation. Topics in Early Childhood Special Education, 35(4), 234-244. doi: 10.1177/0271121415581611
  • Bertule, D., & Vetra, A. (2014). The family needs of parents of preschool children with cerebral palsy: The impact of child's gross motor and communications functions. Medicina, 50(6), 323-328. doi: 10.1016/j.medici.2014.11.005
  • Blair, K. C., Lee, I., Cho, S., & Dunlap, G. (2011). Positive behavior support through family-school collaboration for young children with autism. Topics in Early Childhood Special Education, 31(1), 22-36. doi: 10.1177/0271121410377510
  • Bruder, M. B. (2000). Family-centred early intervention: Clarifying our values for the new millennium. Topics in Early Childhood Special Education, 20(2), 105-115.
  • Brzuszkiewicz, L., & McIntyre, L. L. (2013). Observation system for parent-child play interactions: Parental behavior manual. Unpublished manual.
  • Buysse, V. Skinner, D., & Grant, S. (2001). Toward a definition of quality inclusion: Perspectives of practitioners. Journal of Early Intervention, 24, 146-161.Buysse, V., Wesley, P. W., & Keyes, L. (1998). Implementing early childhood inclusion: Barrier and support factors. Early Childhood Research Quarterly, 13(1), 169-184.
  • Collins, K. M. T., Onwuegbuzie, A. J., & Jiao, Q. G. (2007). A mixed methods investigation of mixed methods sampling designs in social and health science research. Journal of Mixed Methods Research, 1(3), 267-294. doi: 10.1177/1558689807299526
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.
  • Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3r ed.). Thousand Oaks, CA: Sage.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
  • Cummings, K. P., Sills-Busio, D., Barker, A. F., & Dobbins, N. (2015) Parent-professional partnerships in early education: Relationships for effective inclusion of students with disabilities. Journal of Early Childhood Teacher Education, 36(4), 309-323. doi: 10.1080/10901027.2015.1105329
  • DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute.
  • Demir, Ş. (2016). Öğretmen eğitimi programının kaynaştırma uygulamaları yürütülen okul öncesi sınıflardaki öğretmen ve özel gereksinimli çocuklar üzerindeki etkileri [The effects of a teacher training program on teachers and children with special needs in inclusive preschool classrooms]. Unpublished doctoral thesis, Ankara University, Turkey.
  • Dempsey, I., & Dunst, C. J. (2004). Help-giving styles and parent empowerment in families with a young child with a disability. Journal of Intellectual and Developmental Disability, 29, 40-51. doi: 10.1080/13668250410001662874
  • Diken, İ. H., Cavkaytar, A., Batu, S., Bozkurt F., & Kurtyılmaz, Y. (2010). First Step to Success - A school/home intervention program for preventing problem behaviors in young children: Examining the effectiveness and social validity in Turkey. Emotional and Behavioral Difficulties, 15(3), 207-221. doi: 10.1080/13632752.2010.497660.
  • Dogan, A., & Bengisoy, A. (2017). The opinions of teachers working at special education centers on inclusive/integration education. Cypriot Journal of Educational Science. 12(3), 121-132.
  • Dunst, C. J., Trivette, C. M., & Snyder, D. M. (2000). Family-professional partnerships: A behavioral science perspective. In M. J. Fine & R. L. Simpson (Eds.), Collaboration with parents and families of children and youth with exceptionalities (pp. 437-464). Austin, TX: Pro-Ed.
  • Epley, P. H., Summers, J. A., & Turnbull, A. P. (2011). Family outcomes of early intervention: Families’ perceptions of need, services, and outcomes. Journal of Early Intervention, 33(3), 201-219. doi: 10.1177/1053815111425929
  • Erwin, E. J., & Soodak, L. C. (1995). I never knew I could stand up to the system: Families perspectives on pursuing inclusive education. Journal of the Association for Persons with Severe Handicaps, 20(2), 136-146.
  • Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2011). Program evaluation: Alternative approaches and practical guidelines (4th ed.). Upper Saddle River, N. J.: Pearson Education.
  • Frauzer-Cross, A., Traub, E. K., Hutter-Pishgahi, L., & Shelton, G. (2004). Elements of successful inclusion for children with significant disabilities. Topics in Early Childhood Education, 24(3), 169-183.
  • Gibbs, G. R. (2007). Analyzing qualitative data. In U. Flick (Eds.), The Sage qualitative research kit. London: Sage.
  • Gibson, W. J., & Brown, A. (2009). Working with qualitative data. London: Sage.
  • Grace, R., Llewellyn, G., Wedgwood, N., Fenech, M., & McConnell, D. (2008). Far from ideal everyday experiences of mothers and early childhood professionals negotiating an inclusive early childhood experience in the Australian context. Topics in Early Childhood Special Education, 28(1), 18-30. doi: 10.1177/0271121407313525
  • Guralnick, M. J. (2011). Why early intervention works: A systems perspective. Infants & Young Children, 24(1), 6-28. doi: 10.1097/IYC.0b013e3182002cfe
  • Guralnick, M. (2016). Early intervention for children with intellectual disabilities: An update. Journal of Applied Research in Intellectual Disabilities, 1-19. doi: 10.1111/jar.12233
  • Guralnick, M. J., & Bruder, M. B. (2016). Early childhood ınclusion in the United States: Goals, current status, and future directions. Infants & Young Children, 29(3), 166-177. doi: 10.1097/IYC.0000000000000071
  • Herman, K. C., Borden, L. A., Reinke, W. M., & Webster-Stratton, C. (2011). The impact of the Incredible Years Parent, Child, and Teacher Training Programs on children’s co-occurring internalizing symptoms. School Psychology Quarterly, 26(3), 189-201. doi:10.1037/a0025228
  • Hu, X., Turnbull, A., Summers, J. A., & Wang, M. (2015). Needs of Chinese families with children with developmental disabilities: A qualitative inquiry. Journal of Policy and Practice in Intellectual Disabilities, 12(1), 64-73. doi: 10.1111/jppi.12110
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There are 79 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Hatice Bayraklı 0000-0001-6917-4146

Bulbin Sucuoglu 0000-0002-8733-9765

Publication Date December 31, 2018
Published in Issue Year 2018 Volume: 10 Issue: 2

Cite

APA Bayraklı, H., & Sucuoglu, B. (2018). Empowering Mothers of Children with Special Needs in Early Childhood Inclusion. International Journal of Early Childhood Special Education, 10(2), 121-143. https://doi.org/10.20489/intjecse.512387

Cited By

Empowering Diverse Families
International Journal of Early Childhood Special Education
Heather COLEMAN
https://doi.org/10.20489/intjecse.702077