Research Article
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Year 2022, , 103 - 115, 30.01.2022
https://doi.org/10.26466/opusjsr.1063400

Abstract

References

  • Acar, S. & Akamoğlu Y. (2014). Practices for parent Participation in early intervention/early childhood special education. International Journal of Early Childhood Special Education (INT-JECSE), 6(1), 80-101. doi:10.20489/intjecse.93010.
  • Akoğlu, G. & Şipal, R.F. (2012). Early intervention approaches for children in low socioeconomic status: Applications from the World and Turkey. Community and Service, 23(1), 213-224.
  • Alduhaim, A., Purcell, A., Cumming, S. & Doble, M. (2020). Parents’ views about factors facilitating their involvement in the oral earlyintervention services provided for their children with hearing loss in Kuwai. International Journal of Pediatric Otorhinolaryngology, 128, 1-9. doi: 10.1016/j.ijporl.2019.109717.
  • Ardıç, A. (2013). Family education and guidance in special education. In: Cavkaytar A. (eds) Children with Special Needs and Their Families. Ankara: Vize Publishing.
  • Arıcıoğlu, A. & Gültekin, F. (2017). Social support and future perceptions of mentally handicapped children: The role of psychological counselors. Journal of Mehmet Akif Ersoy University Faculty of Education, 42, 1-26. doi:10.21764/efd.31545.
  • Aslan, K. (2015). Compilation of early symptoms of specific learning disabilities and early ıntervention practices. Hacettepe University Faculty of Health Sciences Journal, 1, 577-588.
  • Atkins, T. (2008). A case study examining the collaboration between general education and special education teachers in inclusive classrooms, institution: Mississippi State University. PhD Thesis. The Faculty of Mississippi State University, Mississippi.
  • Aytekin, Ç. & Bayhan, P. (2015). Application steps in early intervention. H.U. Journal of the Faculty of Health Sciences, 2(2), 1-14.
  • Aytekin, Ç. (2016). Examining the postgraduate dissertations regarding early ıntervention concept in Turkey. Occupational Therapy and Rehabilitation Journal, 4(2), 115-128.
  • Bağlama, B. & Sakallı-Demirok, M. (2016). Determination of preservice special education teachers’ view early childhood intervention. Cypriot Journal of Educational Sciences, 11(4) 213-222. DOI:10.18844/cjes.v11i4.1297.
  • Bailey, D. J. & Wolery, M. (2007). Early childhood special education research. Journal of Early Intervention, 25(2), 88-99.
  • Baltacı, A. (2019). Qualitative research process: How is a qualitative research conducted?. Ahi Evran University Journal of Social Sciences Institute (AEÜSBED), 5(2) 368-388. doi:10.31592/aeusbed.598299.
  • Bari, S., Abdullah, N. A., Abdullah, N. & Yasin, M.H.M. (2016). Early intervention implementation preschool special education students in Malaysia. International Journal for Innovation Education and Research, 4(6), 139-155. DOI: https://doi.org/10.31686/ijier.vol4.iss7.569.
  • Bate, A. (2017). Early intervention, House of Commons Library (Commons Library Briefing, 26 June 2017). URI: https://dera.ioe.ac.uk/id/eprint/30984.
  • Brott, P. E. & Myers, J. E. (2002). Development of professional school counselor identity a grounded theory. In: S. B., Merriam et al. (eds). Qualitative research in practice examples for discussion and analysis (p.145-160), San Francisco: Jossey-Bass A Wiley Company.
  • Bruder, M.B., Dunst, C.J. & Mogro-Wilson, C. (2011). Confidence and competence appraisals of early intervention and preschool special education practitioners. International Journal of Early Childhood Special Education, 3(1), 13-37.
  • Campbell, P. H. & Halbert, J. (2002). Between research and practice: provider perspectives on early intervention. Topics in Early Childhood Special Education, 22(4), 213-226. doi.org/10.1177/027112140202200403.
  • Campbell, P.H. & Sawyer, L.B. (2009). Changing early ıntervention providers’ home visiting skills through participation in professional development. Topics in Early Childhood Special Education, 28(4), 219-234. doi.org/10.1177/0271121408328481.
  • Ciğerli, Ö., Topsever, P., Alvur, M. & Görpelioğlu, S. (2014). Parenting experiences of parents with disabled children from the time of diagnosis: Accepting the difference. Turkish Journal of Family Medicine and Primary Care (TJFMPC), 8(3), 75-81.
  • Coolican, H. (1992). Research methods and statistics in psychology. London: Hodder & Stougtton.
  • Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Fourth Edition. Boston: Pearson.
  • Çitil, M. & Doğan, İ. (2019). Determination of the structure and social relations of families with disabled children. Journal of Social Policy Studies, 43, 2148-9424. doi.org/10.21560/spcd.v19i46288.453941.
  • Değirmenci, G.Y. & Karahisar, S. (2015). A model for family-centered practices in early intervention programs: National Early Intervention Longitudinal Study (NEILS), USA. Hacettepe University Faculty of Health Sciences, 1, 695-704.
  • Diken, İ. H., Bayhan, P., Turan, F., Sipal, R.F., Sucuoğlu, B., Ceber-Bakkaloğlu, H., Günel, M.K. & Kara, O.K. (2012). Early childhood ıntervention and early childhood specialeducation in Turkey within the scope of the developmental system approach. Infants & Young Children, 25(4), 346-353. doi: 10.1097/IYC.0b013e318268541d.
  • Doğan, H. 2(012). The study of the effects of early intervention education program for 5-6 year-old children with special learning difficulty. Unpublished PhD dissertation. Marmara University Institute of Educational Sciences, Istanbul.
  • Eisenhower, A., Pedraza, F.M., Sheldrick, R.C., Frenette, E. Hoch, N., Brunt, S. & Carter, A.S. (2020). Multi stage screening in early intervention: A critical strategy for improving asd identifcation and addressing disparities. Journal of Autism and Developmental Disorders, 51, 868-863. doi.org/10.1007/s10803-020-04429-z.
  • Ercan, F.Z., Kırlıoğlu, M. & Kalaycı-Kırlıoğlu, H.İ. (2019). The acceptance process of families with disabled children and their views on this situation. Journal of Social Policy Studies, 44, 2148-9424. doi.org/10.21560/spcd.v19i49119.459666.
  • Erdil, Z. (2010). Children that are socioeconomically at risk: The relationship between early intervention programs and their academic achievement. Faculty of Health Sciences Nursing Journal, 72-78.
  • García-Grau, P., Martínez-Rico, G., McWilliam, R.A. & Cañadas Pérez, M. (2020). Typical and ideal practices in early intervention in spain during a transformation process of professional practices. Journal of Early Intervention 2020, 42(1), 3–19. doi.org/10.1177/1053815119859046.
  • Gökmen, A, Deveci̇, H, Bi̇ngöl, K, Beki̇r, H, Temel, Z.F. & Kanat, K. (2016). Study of the relationship between preschool teachers' high scope approach beliefs and beliefs of self-efficacy. Kastamonu Education Journal, 24(5), 2481-2500.
  • Gül, A., Gül, H., Erberk Özen, N. & Battal, S. (2017). Differences between childhood traumatic experiences and coping styles for male and female patients with major depression. Turkish Journal of Psychiatry, 28(4), 1-9. DOI:10.5080/u18193.
  • Gül, S.O. & Diken, İ.H. (2009). Reviewing graduate studies regarding early childhood special education in Turkey. InternationalJournal of Early Childhood Special Education, 1(1), 46–78. doi.org/10.20489/intjecse.107977.
  • Gürel Selimoğlu, Ö. & Özdemir, S. (2018). The effectiveness of the interaction-based early childhood intervention program (EIBECIP) on the social interaction skills of children withaAutism spectrum disorder. Journal of Early Childhood Studies, 2(3), 514-555. doi.org/10.24130/eccd-jecs.196720182399.
  • Gürel Selimoğlu, Ö., Özdemir, S., Töret, G., and Özkubat, U. (2014). Examination of the opinions of parents with autistic children about their experiences during and after the diagnosis of autism. International Journal of Early Childhood Special Education, 5(2), 129-167. doi.org/10.20489/intjecse.107930.
  • İlik, Ş. Ş. & Günay, Y. E. (2020). Examining the opinions of teachers on the IEP practices preferred in the process of preparing an individualized education program. Journal of Bayburt Faculty of Education, 15(30), 347-362. https://doi.org/10.35675/befdergi.728139.
  • Karoly, L.A., Kilburn, M.R. & Jill, C.S. (2005). Early childhood ıntervention-proven results, future promise. Santa Monica: Rand Corporation.
  • Kennedy, A., McLoughlin, J., Moore, T., Gavidia-Payne, S. & Forster, J. (2011). Early childhood ıntervention reform project, published by programs and partnerships division department of education and early childhood development, Australia: Melbourne.
  • Kılıçkaya, A. & Zelyurt, H. (2015). Study of the inclusion of ındividuals with special needs in preschool programs (1989-2013). International Journal of Turkish Educational Sciences, 2015(4), 200-212.
  • Kılınç, F.E. & Aral, N. (2015). A Model for early intervention: Mother child ınteraction program. Hacettepe University Faculty of Health Sciences Journal, 1, 63-76.
  • Küçük Doğaroğlu, T. & Bapoğlu Dümenci, S.S. (2015). Study of preschool teachers' views on inclusive education and early intervention in their classrooms. Hacettepe University Faculty of Health Sciences Journal, 1, 460-473.
  • Öncül, N. (2014). Revision of the early childhood special education related articles conducted in Turkey. International Journal of Early Childhood Special Education (INT-JECSE), 6(2), 247-284. DOI:10.20489/intjecse.75598.
  • Özkan, İ. (2020). Early intervention and its importance. In: Özyürek, A. and Sezgin, E. (eds.), Early intervention in childhood, Ankara: Nobel publishing.
  • Pang, Y. & Richey, D. (2005). A Comparative study of early intervention in Zimbabwe, Poland, China, India, and The Unıted States of America. The International Journal of Special Education, 20(2), 122-131. ISSN-0827-3383.
  • Powell, T. (2019). Early intervention, Commons Library Briefing, 11 July 2019, copright San Mateo Country Libraries.June2021-https://researchbriefings.files.parliament.uk/documents/CBP-7647/CBP-7647.pdf.
  • Pretis, M. (2009). Early childhood ıntervention in austria: an overview of 30 years of development and future challenges. International Journal of Early Childhood Special Education (INT-JECSE), 1(2), 127-137. doi.org/10.20489/intjecse.107982.
  • Reynolds, A. J., Temple, J. A. & Ou, S-R. (2003). School-Based early ıntervention and child well-being in the chicago longitudinal study. Child Welfare, 32(5), 633-656. PMID: 14524429.
  • Reynolds, A.J. (2000). Success in early intervention., United States of America: University of Nebraska Press.
  • Sandberg, A., Norling, M. & Lillvist, A. (2009). Teachers‟ view of educational support to children in need of special support. International Journal of Early Childhood Special Education (INT-JECSE), 1(2), 102-116.
  • Sazak- Pınar, E. (2006). Development of early childhood special education in the World and Turkey and early childhood special education applications. Ankara University Faculty of Educational Sciences Journal of Special Education, 7(2), 71-83. doi.org/10.1501/Ozlegt_0000000098.
  • Shelleby, E.C. & Ogg, J. (2020). Longitudinal relationships between parent ınvolvement, parental warmth, adhd symptoms, and reading achievement. Journal of Attention Disorders, 24(5), 737–749. DOI: 10.1177/1087054719859075.
  • Tavşancıl, E., & Aslan, E. (2001). Content analysis and sample practices for verbal, written and other materials. İstanbul: Epsilon Publications.
  • Temiz, N. & Akman, B. (2015). Evaluations of scientists regarding knowledge, definition and roles of early intervention in early childhood period. Hacettepe University Faculty of Health Sciences Journal, 1, 30-47.
  • Tunçeli, H.İ. & Zembat, R. (2017). Evaluation and importance of development in early childhood period. Journal of Educational Theory and Practice Research, 3(3), 1-12.
  • Yıldırım, A., & Şimşek, H. (2005). Qualitative research methods in social sciences. Ankara: Seçkin Publishing.
  • Yıldırım Doğru, S.S. (2017). Alternative program in special education special education program for children from birth to six years old, The Journal of International Education Science, 4 (10), 326-343.
  • Zheng, Y., Maude, S.P. & Brotherson, M.J. (2015). Early childhood intervention in China. Journal of International Special Needs Education, 18(1), 29-39. DOI:10.9782/2159-4341-18.1.29.
  • https://ailevecalisma.gov.tr. Date of access: September 2021.

Early Intervention in Early Childhood Special Education According to Parents: A Qualitative Study

Year 2022, , 103 - 115, 30.01.2022
https://doi.org/10.26466/opusjsr.1063400

Abstract

Early intervention practices have an important place in early childhood special education practices as in every period. This study aims to examine the early intervention process of parents who have children with special needs during early childhood, the problems they experience and the solution suggestions to these problems. The study was conducted in qualitative research design. 53 parents participated in the research. As a result of the analysis of the opinions obtained with the semi-structured interview form, 6 themes and categories that were related to these themes were determined. When the special need of the child was found, it was seen that more opinions were expressed in the categories of "hospital/doctor" regarding the first person and/or institution theme. The other category in terms of the meaning of early intervention was "starting treatment/education early for the existing situation/problem”. In addition, the category of “leaving it to time and helping with one's own competence” for the theme of struggling with the difficulties experienced also emphasizes how guidance is necessary and important. It was suggested that early intervention and pregnancy screening and the next process should be carried out with guidance. 

References

  • Acar, S. & Akamoğlu Y. (2014). Practices for parent Participation in early intervention/early childhood special education. International Journal of Early Childhood Special Education (INT-JECSE), 6(1), 80-101. doi:10.20489/intjecse.93010.
  • Akoğlu, G. & Şipal, R.F. (2012). Early intervention approaches for children in low socioeconomic status: Applications from the World and Turkey. Community and Service, 23(1), 213-224.
  • Alduhaim, A., Purcell, A., Cumming, S. & Doble, M. (2020). Parents’ views about factors facilitating their involvement in the oral earlyintervention services provided for their children with hearing loss in Kuwai. International Journal of Pediatric Otorhinolaryngology, 128, 1-9. doi: 10.1016/j.ijporl.2019.109717.
  • Ardıç, A. (2013). Family education and guidance in special education. In: Cavkaytar A. (eds) Children with Special Needs and Their Families. Ankara: Vize Publishing.
  • Arıcıoğlu, A. & Gültekin, F. (2017). Social support and future perceptions of mentally handicapped children: The role of psychological counselors. Journal of Mehmet Akif Ersoy University Faculty of Education, 42, 1-26. doi:10.21764/efd.31545.
  • Aslan, K. (2015). Compilation of early symptoms of specific learning disabilities and early ıntervention practices. Hacettepe University Faculty of Health Sciences Journal, 1, 577-588.
  • Atkins, T. (2008). A case study examining the collaboration between general education and special education teachers in inclusive classrooms, institution: Mississippi State University. PhD Thesis. The Faculty of Mississippi State University, Mississippi.
  • Aytekin, Ç. & Bayhan, P. (2015). Application steps in early intervention. H.U. Journal of the Faculty of Health Sciences, 2(2), 1-14.
  • Aytekin, Ç. (2016). Examining the postgraduate dissertations regarding early ıntervention concept in Turkey. Occupational Therapy and Rehabilitation Journal, 4(2), 115-128.
  • Bağlama, B. & Sakallı-Demirok, M. (2016). Determination of preservice special education teachers’ view early childhood intervention. Cypriot Journal of Educational Sciences, 11(4) 213-222. DOI:10.18844/cjes.v11i4.1297.
  • Bailey, D. J. & Wolery, M. (2007). Early childhood special education research. Journal of Early Intervention, 25(2), 88-99.
  • Baltacı, A. (2019). Qualitative research process: How is a qualitative research conducted?. Ahi Evran University Journal of Social Sciences Institute (AEÜSBED), 5(2) 368-388. doi:10.31592/aeusbed.598299.
  • Bari, S., Abdullah, N. A., Abdullah, N. & Yasin, M.H.M. (2016). Early intervention implementation preschool special education students in Malaysia. International Journal for Innovation Education and Research, 4(6), 139-155. DOI: https://doi.org/10.31686/ijier.vol4.iss7.569.
  • Bate, A. (2017). Early intervention, House of Commons Library (Commons Library Briefing, 26 June 2017). URI: https://dera.ioe.ac.uk/id/eprint/30984.
  • Brott, P. E. & Myers, J. E. (2002). Development of professional school counselor identity a grounded theory. In: S. B., Merriam et al. (eds). Qualitative research in practice examples for discussion and analysis (p.145-160), San Francisco: Jossey-Bass A Wiley Company.
  • Bruder, M.B., Dunst, C.J. & Mogro-Wilson, C. (2011). Confidence and competence appraisals of early intervention and preschool special education practitioners. International Journal of Early Childhood Special Education, 3(1), 13-37.
  • Campbell, P. H. & Halbert, J. (2002). Between research and practice: provider perspectives on early intervention. Topics in Early Childhood Special Education, 22(4), 213-226. doi.org/10.1177/027112140202200403.
  • Campbell, P.H. & Sawyer, L.B. (2009). Changing early ıntervention providers’ home visiting skills through participation in professional development. Topics in Early Childhood Special Education, 28(4), 219-234. doi.org/10.1177/0271121408328481.
  • Ciğerli, Ö., Topsever, P., Alvur, M. & Görpelioğlu, S. (2014). Parenting experiences of parents with disabled children from the time of diagnosis: Accepting the difference. Turkish Journal of Family Medicine and Primary Care (TJFMPC), 8(3), 75-81.
  • Coolican, H. (1992). Research methods and statistics in psychology. London: Hodder & Stougtton.
  • Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Fourth Edition. Boston: Pearson.
  • Çitil, M. & Doğan, İ. (2019). Determination of the structure and social relations of families with disabled children. Journal of Social Policy Studies, 43, 2148-9424. doi.org/10.21560/spcd.v19i46288.453941.
  • Değirmenci, G.Y. & Karahisar, S. (2015). A model for family-centered practices in early intervention programs: National Early Intervention Longitudinal Study (NEILS), USA. Hacettepe University Faculty of Health Sciences, 1, 695-704.
  • Diken, İ. H., Bayhan, P., Turan, F., Sipal, R.F., Sucuoğlu, B., Ceber-Bakkaloğlu, H., Günel, M.K. & Kara, O.K. (2012). Early childhood ıntervention and early childhood specialeducation in Turkey within the scope of the developmental system approach. Infants & Young Children, 25(4), 346-353. doi: 10.1097/IYC.0b013e318268541d.
  • Doğan, H. 2(012). The study of the effects of early intervention education program for 5-6 year-old children with special learning difficulty. Unpublished PhD dissertation. Marmara University Institute of Educational Sciences, Istanbul.
  • Eisenhower, A., Pedraza, F.M., Sheldrick, R.C., Frenette, E. Hoch, N., Brunt, S. & Carter, A.S. (2020). Multi stage screening in early intervention: A critical strategy for improving asd identifcation and addressing disparities. Journal of Autism and Developmental Disorders, 51, 868-863. doi.org/10.1007/s10803-020-04429-z.
  • Ercan, F.Z., Kırlıoğlu, M. & Kalaycı-Kırlıoğlu, H.İ. (2019). The acceptance process of families with disabled children and their views on this situation. Journal of Social Policy Studies, 44, 2148-9424. doi.org/10.21560/spcd.v19i49119.459666.
  • Erdil, Z. (2010). Children that are socioeconomically at risk: The relationship between early intervention programs and their academic achievement. Faculty of Health Sciences Nursing Journal, 72-78.
  • García-Grau, P., Martínez-Rico, G., McWilliam, R.A. & Cañadas Pérez, M. (2020). Typical and ideal practices in early intervention in spain during a transformation process of professional practices. Journal of Early Intervention 2020, 42(1), 3–19. doi.org/10.1177/1053815119859046.
  • Gökmen, A, Deveci̇, H, Bi̇ngöl, K, Beki̇r, H, Temel, Z.F. & Kanat, K. (2016). Study of the relationship between preschool teachers' high scope approach beliefs and beliefs of self-efficacy. Kastamonu Education Journal, 24(5), 2481-2500.
  • Gül, A., Gül, H., Erberk Özen, N. & Battal, S. (2017). Differences between childhood traumatic experiences and coping styles for male and female patients with major depression. Turkish Journal of Psychiatry, 28(4), 1-9. DOI:10.5080/u18193.
  • Gül, S.O. & Diken, İ.H. (2009). Reviewing graduate studies regarding early childhood special education in Turkey. InternationalJournal of Early Childhood Special Education, 1(1), 46–78. doi.org/10.20489/intjecse.107977.
  • Gürel Selimoğlu, Ö. & Özdemir, S. (2018). The effectiveness of the interaction-based early childhood intervention program (EIBECIP) on the social interaction skills of children withaAutism spectrum disorder. Journal of Early Childhood Studies, 2(3), 514-555. doi.org/10.24130/eccd-jecs.196720182399.
  • Gürel Selimoğlu, Ö., Özdemir, S., Töret, G., and Özkubat, U. (2014). Examination of the opinions of parents with autistic children about their experiences during and after the diagnosis of autism. International Journal of Early Childhood Special Education, 5(2), 129-167. doi.org/10.20489/intjecse.107930.
  • İlik, Ş. Ş. & Günay, Y. E. (2020). Examining the opinions of teachers on the IEP practices preferred in the process of preparing an individualized education program. Journal of Bayburt Faculty of Education, 15(30), 347-362. https://doi.org/10.35675/befdergi.728139.
  • Karoly, L.A., Kilburn, M.R. & Jill, C.S. (2005). Early childhood ıntervention-proven results, future promise. Santa Monica: Rand Corporation.
  • Kennedy, A., McLoughlin, J., Moore, T., Gavidia-Payne, S. & Forster, J. (2011). Early childhood ıntervention reform project, published by programs and partnerships division department of education and early childhood development, Australia: Melbourne.
  • Kılıçkaya, A. & Zelyurt, H. (2015). Study of the inclusion of ındividuals with special needs in preschool programs (1989-2013). International Journal of Turkish Educational Sciences, 2015(4), 200-212.
  • Kılınç, F.E. & Aral, N. (2015). A Model for early intervention: Mother child ınteraction program. Hacettepe University Faculty of Health Sciences Journal, 1, 63-76.
  • Küçük Doğaroğlu, T. & Bapoğlu Dümenci, S.S. (2015). Study of preschool teachers' views on inclusive education and early intervention in their classrooms. Hacettepe University Faculty of Health Sciences Journal, 1, 460-473.
  • Öncül, N. (2014). Revision of the early childhood special education related articles conducted in Turkey. International Journal of Early Childhood Special Education (INT-JECSE), 6(2), 247-284. DOI:10.20489/intjecse.75598.
  • Özkan, İ. (2020). Early intervention and its importance. In: Özyürek, A. and Sezgin, E. (eds.), Early intervention in childhood, Ankara: Nobel publishing.
  • Pang, Y. & Richey, D. (2005). A Comparative study of early intervention in Zimbabwe, Poland, China, India, and The Unıted States of America. The International Journal of Special Education, 20(2), 122-131. ISSN-0827-3383.
  • Powell, T. (2019). Early intervention, Commons Library Briefing, 11 July 2019, copright San Mateo Country Libraries.June2021-https://researchbriefings.files.parliament.uk/documents/CBP-7647/CBP-7647.pdf.
  • Pretis, M. (2009). Early childhood ıntervention in austria: an overview of 30 years of development and future challenges. International Journal of Early Childhood Special Education (INT-JECSE), 1(2), 127-137. doi.org/10.20489/intjecse.107982.
  • Reynolds, A. J., Temple, J. A. & Ou, S-R. (2003). School-Based early ıntervention and child well-being in the chicago longitudinal study. Child Welfare, 32(5), 633-656. PMID: 14524429.
  • Reynolds, A.J. (2000). Success in early intervention., United States of America: University of Nebraska Press.
  • Sandberg, A., Norling, M. & Lillvist, A. (2009). Teachers‟ view of educational support to children in need of special support. International Journal of Early Childhood Special Education (INT-JECSE), 1(2), 102-116.
  • Sazak- Pınar, E. (2006). Development of early childhood special education in the World and Turkey and early childhood special education applications. Ankara University Faculty of Educational Sciences Journal of Special Education, 7(2), 71-83. doi.org/10.1501/Ozlegt_0000000098.
  • Shelleby, E.C. & Ogg, J. (2020). Longitudinal relationships between parent ınvolvement, parental warmth, adhd symptoms, and reading achievement. Journal of Attention Disorders, 24(5), 737–749. DOI: 10.1177/1087054719859075.
  • Tavşancıl, E., & Aslan, E. (2001). Content analysis and sample practices for verbal, written and other materials. İstanbul: Epsilon Publications.
  • Temiz, N. & Akman, B. (2015). Evaluations of scientists regarding knowledge, definition and roles of early intervention in early childhood period. Hacettepe University Faculty of Health Sciences Journal, 1, 30-47.
  • Tunçeli, H.İ. & Zembat, R. (2017). Evaluation and importance of development in early childhood period. Journal of Educational Theory and Practice Research, 3(3), 1-12.
  • Yıldırım, A., & Şimşek, H. (2005). Qualitative research methods in social sciences. Ankara: Seçkin Publishing.
  • Yıldırım Doğru, S.S. (2017). Alternative program in special education special education program for children from birth to six years old, The Journal of International Education Science, 4 (10), 326-343.
  • Zheng, Y., Maude, S.P. & Brotherson, M.J. (2015). Early childhood intervention in China. Journal of International Special Needs Education, 18(1), 29-39. DOI:10.9782/2159-4341-18.1.29.
  • https://ailevecalisma.gov.tr. Date of access: September 2021.
There are 57 citations in total.

Details

Primary Language English
Journal Section Research Articles
Authors

Rukiye Konuk Er This is me 0000-0002-9500-0534

Publication Date January 30, 2022
Published in Issue Year 2022

Cite

APA Konuk Er, R. (2022). Early Intervention in Early Childhood Special Education According to Parents: A Qualitative Study. OPUS Journal of Society Research, 19(45), 103-115. https://doi.org/10.26466/opusjsr.1063400