Supporting Communication Skills in Autism Spectrum Disorder: Parent and Teacher Experiences

Öz

This study aims to examine, in an integrated manner, the views of teachers and parents regarding the support of communication skills in children with autism spectrum disorder. The research was conducted within the qualitative research framework using an interpretative phenomenological design. The study group consisted of eight teachers working in special education practice schools and Guidance and Research Centers, and seven parents of children diagnosed with ASD. Data were collected through semi-structured interviews and demographic information forms, and were analyzed using thematic analysis. The findings revealed that the results were organized under four main themes: (1) communication skills, (2) educational approaches and strategies used, (3) teacher–parent relationship, and (4) systemic mechanisms supporting the development of communication skills. The findings indicate that teacher practices and family contributions play complementary roles in supporting the communication skills of children with ASD; however, various structural and relational challenges may arise during the process. In conclusion, the study emphasizes the importance of establishing ongoing, strong collaboration between school and family, increasing support for teachers and practitioners, and developing holistic approaches that account for the contextual needs of each student to support communication skills effectively.

Anahtar Kelimeler

• Autism spectrum disorder
• Communication skills
• School–family collaboration
• Phenomenology
• Qualitative research

Destekleyen Kurum

No financial support was received from any institution or organization for this study.

Etik Beyan

The study was approved in terms of scientific research ethics by the Social Sciences Human Research Ethics Committee of Bolu Abant İzzet Baysal University, with the decision numbered 2025/439 taken at its meeting dated 03.09.2025 and numbered 2025/08.

Teşekkür

We sincerely thank all the teachers and parents who contributed to this research. Additionally, Scite was used during the literature review process, and Paperpal was used for the English translation and language editing stages.

Otizm Spektrum Bozukluğunda İletişim Becerilerinin Desteklenmesi: Ebeveyn ve Öğretmen Deneyimleri

Öz

Bu araştırmanın amacı, otizm spektrum bozukluğu olan çocukların iletişim becerilerinin desteklenmesine ilişkin öğretmen ve ebeveyn görüşlerini birlikte incelemektir. Araştırma nitel araştırma yaklaşımı kapsamında yorumlayıcı fenomenoloji deseniyle yürütülmüştür. Çalışma grubunu özel eğitim uygulama okullarında ve Rehberlik ve Araştırma Merkezlerinde görev yapan 8 öğretmen ile OSB tanılı çocukların 7 ebeveyni oluşturmaktadır. Veriler yarı yapılandırılmış görüşmeler ve demografik bilgi formları aracılığıyla toplanmış; elde edilen veriler tematik analiz yöntemiyle çözümlenmiştir. Analiz sonucunda bulguların (1) iletişim becerileri, (2) kullanılan eğitsel yaklaşımlar ve stratejiler, (3) öğretmen–ebeveyn ilişkisi ve (4) iletişim becerilerinin gelişimini destekleyen sistemsel mekanizmalar olmak üzere dört ana tema altında toplandığını göstermektedir. Bulgular, OSB olan çocukların iletişim becerilerinin desteklenmesinde öğretmen uygulamaları ile aile katkısının birbirini tamamlayan bir rol üstlendiğini, ancak süreçte çeşitli yapısal ve ilişkisel güçlüklerin de yaşanabildiğini göstermektedir. Sonuç olarak, çalışma iletişim becerilerinin gerçekten desteklenebilmesi için okul ve aile arasında sürekli ve sağlam bir iş birliğinin kurulmasının, öğretmenlere ve uygulayıcılara verilen desteklerin artırılmasının ve her öğrencinin bağlamsal ihtiyaçlarını gözeten bütüncül yaklaşımların geliştirilmesinin önemini vurgulamaktadır.

Anahtar Kelimeler

• Otizm spektrum bozukluğu
• İletişim becerileri
• Okul-aile iş birliği
• Fenomenoloji
• Nitel çalışma

Destekleyen Kurum

Bu çalışma için herhangi bir kurum veya kuruluştan finansal destek alınmamıştır.

Etik Beyan

Araştırma, Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimlerde İnsan Araştırmaları Etik Kurulunun 03.09.2025 tarihli ve 2025/08 sayılı toplantısında alınan 2025/439 protokol numaralı kararı ile bilimsel araştırma etiği açısından uygun bulunmuştur.

Teşekkür

Bu araştırmaya katkı sunan tüm öğretmen ve ebeveynlere içtenlikle teşekkür ederiz. Ayrıca, literatür taraması sürecinde Scite ve İngilizce çeviri ile dil düzenleme aşamalarında Paperpal araçlarından yararlanılmıştır.

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