NEURODEVELOPMENTAL DISORDERS AWARENESS AMONG PRE-SERVICE TEACHERS IN TÜRKİYE: DEVELOPMENTAL LANGUAGE DISORDER REMAINS UNDER-RECOGNISED

Fatma Canan Durgungoz; Gülefşan Özge Kalaycı

doi:10.17679/inuefd.1910258

TR EN

TÜRKİYE’DE ÖĞRETMEN ADAYLARININ NÖROGELİŞİMSEL BOZUKLUKLARA YÖNELİK FARKINDALIĞI: GELİŞİMSEL DİL BOZUKLUĞUNA İLİŞKİN YANLIŞ KANILAR VE SINIRLI AŞİNALIK

Abstract

Dikkat eksikliği ve hiperaktivite bozukluğu (DEHB), otizm spektrum bozukluğu (OSB) ve özgül öğrenme güçlüğü (ÖÖG) gibi nörogelişimsel bozukluklar (NGB) giderek daha fazla tanınırken, gelişimsel dil bozukluğu (GDB) ve bu bozukluğun önceki adı olan özgül dil bozukluğuna (ÖDB) ilişkin farkındalık sınırlı kalmaktadır. Bu çalışma, Türkiye’deki iki üniversitede öğrenim gören öğretmen adaylarının altı nörogelişimsel bozukluğa ilişkin farkındalık düzeylerini, bilgi kaynaklarını ve algılarını incelemiştir. 2025 bahar döneminde X ve Y Üniversitelerinden 466 katılımcıyla kesitsel bir çevrim içi anket yürütülmüştür. GDB’ye ilişkin farkındalığı diğer durumlarla karşılaştırmak amacıyla betimsel istatistikler ve eşleştirilmiş örneklemler oran testleri kullanılmıştır. Bulgular, DEHB’nin (%82,2) ve OSB’nin (%69,5) en çok tanınan bozukluklar olduğunu; buna karşılık GDB’nin (%23,8) ve ÖDB’nin (%4,3) en az bilinenler arasında yer aldığını göstermiştir. Katılımcıların bir kısmı farkındalık sahibi olduğunu belirtmiş olsa da, yapılan tanımların çoğu hatalı bulunmuş ve çeşitli yanlış anlamalara işaret etmiştir. Medya en temel bilgi kaynağı olarak öne çıkarken, kişisel tanışıklıkların etkisi oldukça sınırlı kalmıştır. Ayrıca katılımcılar GDB’nin (%1,3) ve ÖDB’nin (%1,1) yaygınlığını anlamlı düzeyde düşük tahmin etmiştir. Bulgular, Türkiye’de ve benzer bağlamlarda öğretmen eğitimi programlarına nörogelişimsel bozukluklar, özellikle de GDB hakkında yapılandırılmış içeriğin dâhil edilmesi gerektiğini ve bunun bilinçli ve kapsayıcı öğretim uygulamalarını destekleyeceğini göstermektedir.

Keywords

Gelişimsel Dil Bozukluğu, Nörogelişimsel Bozukluklar, Farkındalık, Öğretmen Eğitimi, Türkiye, Kapsayıcı Eğitim

Supporting Institution

Mersin Üniversitesi ve Anadolu Üniversitesi

Ethical Statement

Bu araştırma için etik izin, Mersin Üniversitesi’nden alınmıştır (REF: 33; 23 Ocak 2025).

Thanks

2022 yılında Avustralya’da kullandığı çevrim içi anketin ayrıntılarını bizimle paylaşıp açıkladığı için Dr Jae-Hyun Kim’e teşekkür ederiz. Jae-Hyun Kim ve çalışma arkadaşlarının araştırması, bu çalışmayı Türkiye’de yinelememiz için bize ilham vermiştir. Cömert paylaşımları bu çalışmanın gerçekleştirilmesini mümkün kılmıştır. Ayrıca, bu çalışmaya katılan tüm öğretmen adaylarına da teşekkür ederiz.

NEURODEVELOPMENTAL DISORDERS AWARENESS AMONG PRE-SERVICE TEACHERS IN TÜRKİYE: DEVELOPMENTAL LANGUAGE DISORDER REMAINS UNDER-RECOGNISED

Abstract

Neurodevelopmental disorders (NDD), such as attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and specific learning disorder (SLD), are increasingly recognised, yet awareness of developmental language disorder (DLD) and of its former term, specific language impairment (SLI), remains limited. This study examined awareness, knowledge sources, and perceptions of six NDDs among pre-service teachers at two universities in Türkiye. A cross-sectional online survey was conducted in spring 2025 with 466 participants from Mersin and Anadolu Universities. Descriptive statistics and paired-sample proportion tests were used to compare DLD awareness with that of other conditions. Results showed that ADHD (82.2%) and ASD (69.5%) were the most recognised, while DLD (23.8%) and SLI (4.3%) were the least recognised. Although some participants reported awareness, most definitions were inaccurate, revealing misconceptions. The media were the primary source of awareness, whereas personal connections had minimal influence. DLD (1.3%) and SLI (1.1%) were rarely selected as the most prevalent NDDs. Findings highlight the need to integrate structured content on NDDs, particularly DLD, into teacher education curricula in Türkiye and similar contexts to foster informed and inclusive teaching practices.

Keywords

Developmental Language Disorder, Neurodevelopmental Disorders, Awareness, Teacher Education, Türkiye, Inclusive Education

Supporting Institution

Mersin University and Anadolu University

Ethical Statement

Ethical permission was obtained from Mersin University (REF: 33; 23rd of January 2025) for this research.

Thanks

We thank Jae-Hyun Kim, PhD, for his assistance in providing and explaining the details of the online survey that he used in 2022 in Australia. Jae-Hyun Kim and his colleagues’ study inspired us to replicate this study in Türkiye. Their generous sharing made this study possible. We also thank all pre-service teachers who participated in this study.

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Details

Primary Language

English

Subjects

Special Education and Disability (Other)

Journal Section

Research Article

Authors

Fatma Canan Durgungoz ^*
0000-0001-8758-1861
Türkiye

Gülefşan Özge Kalaycı
0000-0002-7627-8477
Türkiye

Publication Date

August 31, 2026

Submission Date

March 15, 2026

Acceptance Date

July 25, 2026

Published in Issue

Year 2026 Volume: 27 Number: 2

DOI

https://doi.org/10.17679/inuefd.1910258

IZ

https://izlik.org/JA49UL74RY

APA

Durgungoz, F. C., & Kalaycı, G. Ö. (2026). NEURODEVELOPMENTAL DISORDERS AWARENESS AMONG PRE-SERVICE TEACHERS IN TÜRKİYE: DEVELOPMENTAL LANGUAGE DISORDER REMAINS UNDER-RECOGNISED. İnönü University Journal of the Faculty of Education, 27(2), 570-591. https://doi.org/10.17679/inuefd.1910258

AMA

1.Durgungoz FC, Kalaycı GÖ. NEURODEVELOPMENTAL DISORDERS AWARENESS AMONG PRE-SERVICE TEACHERS IN TÜRKİYE: DEVELOPMENTAL LANGUAGE DISORDER REMAINS UNDER-RECOGNISED. INUJFE. 2026;27(2):570-591. doi:10.17679/inuefd.1910258

Chicago

Durgungoz, Fatma Canan, and Gülefşan Özge Kalaycı. 2026. “NEURODEVELOPMENTAL DISORDERS AWARENESS AMONG PRE-SERVICE TEACHERS IN TÜRKİYE: DEVELOPMENTAL LANGUAGE DISORDER REMAINS UNDER-RECOGNISED”. İnönü University Journal of the Faculty of Education 27 (2): 570-91. https://doi.org/10.17679/inuefd.1910258.

EndNote

Durgungoz FC, Kalaycı GÖ (August 1, 2026) NEURODEVELOPMENTAL DISORDERS AWARENESS AMONG PRE-SERVICE TEACHERS IN TÜRKİYE: DEVELOPMENTAL LANGUAGE DISORDER REMAINS UNDER-RECOGNISED. İnönü University Journal of the Faculty of Education 27 2 570–591.

IEEE

[1]F. C. Durgungoz and G. Ö. Kalaycı, “NEURODEVELOPMENTAL DISORDERS AWARENESS AMONG PRE-SERVICE TEACHERS IN TÜRKİYE: DEVELOPMENTAL LANGUAGE DISORDER REMAINS UNDER-RECOGNISED”, INUJFE, vol. 27, no. 2, pp. 570–591, Aug. 2026, doi: 10.17679/inuefd.1910258.

ISNAD

Durgungoz, Fatma Canan - Kalaycı, Gülefşan Özge. “NEURODEVELOPMENTAL DISORDERS AWARENESS AMONG PRE-SERVICE TEACHERS IN TÜRKİYE: DEVELOPMENTAL LANGUAGE DISORDER REMAINS UNDER-RECOGNISED”. İnönü University Journal of the Faculty of Education 27/2 (August 1, 2026): 570-591. https://doi.org/10.17679/inuefd.1910258.

JAMA

1.Durgungoz FC, Kalaycı GÖ. NEURODEVELOPMENTAL DISORDERS AWARENESS AMONG PRE-SERVICE TEACHERS IN TÜRKİYE: DEVELOPMENTAL LANGUAGE DISORDER REMAINS UNDER-RECOGNISED. INUJFE. 2026;27:570–591.

MLA

Durgungoz, Fatma Canan, and Gülefşan Özge Kalaycı. “NEURODEVELOPMENTAL DISORDERS AWARENESS AMONG PRE-SERVICE TEACHERS IN TÜRKİYE: DEVELOPMENTAL LANGUAGE DISORDER REMAINS UNDER-RECOGNISED”. İnönü University Journal of the Faculty of Education, vol. 27, no. 2, Aug. 2026, pp. 570-91, doi:10.17679/inuefd.1910258.

Vancouver

1.Fatma Canan Durgungoz, Gülefşan Özge Kalaycı. NEURODEVELOPMENTAL DISORDERS AWARENESS AMONG PRE-SERVICE TEACHERS IN TÜRKİYE: DEVELOPMENTAL LANGUAGE DISORDER REMAINS UNDER-RECOGNISED. INUJFE. 2026 Aug. 1;27(2):570-91. doi:10.17679/inuefd.1910258

TÜRKİYE’DE ÖĞRETMEN ADAYLARININ NÖROGELİŞİMSEL BOZUKLUKLARA YÖNELİK FARKINDALIĞI: GELİŞİMSEL DİL BOZUKLUĞUNA İLİŞKİN YANLIŞ KANILAR VE SINIRLI AŞİNALIK

Abstract

Keywords

Supporting Institution

Ethical Statement

Thanks

NEURODEVELOPMENTAL DISORDERS AWARENESS AMONG PRE-SERVICE TEACHERS IN TÜRKİYE: DEVELOPMENTAL LANGUAGE DISORDER REMAINS UNDER-RECOGNISED

Abstract

Keywords

Supporting Institution

Ethical Statement

Thanks

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

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