Ebeveynlerde Çocukluk Çağı Otizmi Farkındalığının ve Eğitim Süreçlerinde Yaşadıkları Sorunların Değerlendirilmesi: Niteliksel Bir Araştırma

Abstract

Bu çalışmada ebeveynlerde çocukluk çağı otizmi farkındalığının değerlendirilmesi ve bir proje kapsamında uygulanan ebeveyn eğitiminin niteliksel olarak incelenmesi amaçlanmıştır. Nitel bir araştırma olarak tasarlanan çalışma için İstanbul’da bir anaokulunda özel eğitim almakta olan 36-40 ay arası otizm tanılı çocuğu olan 4 ebeveyn çifti ve 1 anne ile yarı-yapılandırılmış görüşmeler gerçekleştirilmiştir. Görüşme verileri içerik analizi yoluyla analiz edilmiştir. Bulgular, katılımcıların çoğunun daha önce otizm hakkında herhangi bir şey bilmedikleri ortaya çıkarmıştır. Katılımcılar yeni bir eğitim modeli olarak tasarlanan zar/kabuk modeli ile aldıkları ebeveyn eğitimlerinden çok yararlandıklarını ve bu eğitim sayesinde çocuklarına karşı yaptıkları hatalı davranışları gördüklerini belirtmişlerdir. Tüm katılımcılar özellikle tanı konur konmaz, küçük yaşlarda verilen eğitimlerin ve ebeveynlerin eğitim süreçlerine aktif olarak katılmalarının çok önemli olduğunu vurgulamıştır. Özellikle küçük yaştaki OSB’li çocukların bireysel eğitimlerinin yanı sıra her iki ebeveynin de katılabileceği zar/kabuk eğitim modelinin uygulanabildiği ebeveyn eğitim programlarının düzenlenmesi önerilmektedir.

Keywords

• ebeveyn eğitimi
• otizm
• özel eğitim
• farkındalık

Evaluation of Parents' Awareness of Childhood Autism and the Problems They Experience During the Educational Process: A Qualitative Study

Abstract

This study aimed to assess parental awareness of childhood autism and examine the impact of a parent training program using a qualitative research methods. Semi-structured interviews were conducted with four sets of parents and one mother, all with children diagnosed with autism between 36-40 months and receiving special education at a kindergarten in Istanbul. Data from the interviews were subjected to content analysis. The findings revealed a general lack of prior knowledge among participants regarding autism. Nevertheless, they reported substantial benefits derived from the parental training sessions conducted using the membrane/shell model, an innovative educational paradigm. Participants noted that the training sessions facilitated their recognition and mitigation of behavioral challenges with their children. Moreover, all participants underscored the critical importance of early education, particularly post-autism diagnosis, and emphasized the active involvement of parents in the educational process. Given these outcomes, it is recommended to organize parent training programs that permit the participation of both parents and integrate the membrane/shell education model. Such initiatives can augment individualized education efforts for young children with autism, thereby enhancing outcomes for affected children and families.

Keywords

• parent education
• autism
• special education
• awarenes

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