Küçük Çocuklara Gelişimsel Gerilik Etiketi Vermekle İlgili Sorunlar: Kimin Sorumluluğu?

Yıl 2013, , 187 - 199, 01.06.2013

Azar Hadadian Kourtland R. Koch

https://doi.org/10.20489/intjecse.107932

Öz

1997'de yasalaşan Engelli Bireyler Eğitim Yasası, 0-9 yaş arası çocuklardan 1) gelişimsel geriliği olanlara ya da 2) geriliğe neden olabilecek koşullara sahip olanlara ya da 3) gelişimsel gerilik riski olanlara eyaletlerin kapsamlı, eş güdümlü ve aile merkezli özel eğitim hizmetleri sağlamalarını gerektirmektedir. 2004'te genişletilen IDEIA ile eyaletler a) tanımda büyük farklılıklar, b) aşırı tanılama, c) ailevi ve kültürel farklılıklar, d) norm temelli ölçme araçlarının uygunlukları, e) hizmetleri sağlama ile ilgili ücretler gibi bir çok engelle karşılaşmaktadır. Bu makalenin amacı "gelişimsel yetersizlik" terimini tanımlamayla ilgili farklılıkları vurgulamak ve Bölüm C'den Bölüm B'ye geçiş sürecini tartışmaktır.

Anahtar Kelimeler

Erken müdahale, gelişimsel gerilik, erken çocukluk eğitimi, özel eğitim

Issues in Labeling Young Children with Developmental Delay: Whose Responsibility is It?

Öz

The Individuals with Disabilities Education Act of 1997 required states to provide comprehensive, coordinated, family-centered special education services to children from birth to age 9 after being identified as 1) being developmentally delayed, or 2) having conditions that could lead to delay, or 3) at risk for developmental delay. Within the provisions of IDEIA 2004, states have been encountering a number of obstacles including: a) wide variation in definition, b) over-identification, c) family and cultural diversity, d) appropriateness of norm-referenced tools, and e) cost involved in providing services. The purpose of this article is to highlight issues pertaining to the discrepancies in defining the term "developmental delay" and further discuss the transition process from Part C to Part B.

Anahtar Kelimeler

Early intervention, developmental delays, early childhood education, special education

Kaynakça

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