Acil uzaktan eğitim sürecinde gelişimsel yetersizliği olan çocukların aileleri

Öz

Gelişimsel yetersizliği olan bireylerin eğitimi pandemi, deprem, sel ve yangın gibi doğal afetlerde kesintiye uğramakta ve bu bireyler ihtiyaç duydukları eğitime ve hizmetlere erişmede çeşitli sorunlar yaşamaktadırlar. COVID-19 pandemisinde yüz yüze eğitime ara verilmiş ve acil uzaktan eğitime geçilmiştir. Bu çalışmada gelişimsel yetersizliği olan çocuk ailelerinin acil uzaktan eğitim sürecine ilişkin görüş ve deneyimlerinin belirlenmesi hedeflenmiştir. Bu amaçla nitel araştırma yöntemlerinden fenomenolojik desen kullanılmıştır. Dokuz ebeveyn ile gerçekleştirilen yarı-yapılandırılmış görüşmeler aracılığıyla veri toplanmış ve elde edilen veriler içerik analizi ile analiz edilmiştir. Analiz sonucunda 8 tema elde edilmiştir. Bu temalar; acil uzaktan eğitim sürecinde yaşanan sorunlar, ailenin rolüve gereksinimleri, sunulan etkinlikler, uzaktan eğitimin çocukların gelişimine etkisi, aile üzerindeki psikolojik etkileri, uzaktan eğitime yönelik görüşler ve erişim sürecidir. Katılımcı ebeveynler sunulan uzaktan eğitime yönelik olumlu ve olumsuz görüşlerini belirtmişler; okulların kapanmasının gelişimsel yetersizliği olan çocukların öğrenme ve gelişiminde gerilemeye neden olduğunu sıklıkla dile getirmişlerdir. Ebeveynler acil uzaktan eğitim sürecinde derse katılım, adaptasyon, sosyalleşme gibi çeşitli sorunlar ile karşılaştıklarını; bu süreçte evde öğretmen rolünü üstlenme, etkinliklerde uyarlama yapma, davranış yönetimi, pekiştireç sunma, okul aile iş birliği konularında çeşitli görevler üstlendiklerini belirtmişlerdir. Bu süreçte, ailelerin çocuk bakımı, uzaktan eğitim, kaynaklar ile ilgili gereksinimleri ortaya çıkmıştır. Acil uzaktan eğitim sürecine ilişkin uygulama ve ileriki araştırmalara yönelik öneriler sunulmuştur.

Anahtar Kelimeler

• acil uzaktan eğitim
• gelişimsel gerilik
• aileler
• fenomenolojik desen

Families of children with developmental disabilities during the emergency remote teaching

Öz

The education of individuals with developmental disabilities (DD) is interrupted during natural disasters such as pandemics, earthquakes, floods and fires, and they experience various problems in accessing education and services they need. During the COVID-19 pandemic, face-to-face education was interrupted, and emergency remote teaching (ERT) was started. In this study, it was aimed to determine the views and experiences of families of children with DD regarding the ERT. For this purpose, phenomenological design, one of the qualitative research methods, was used. The data were collected from nine parents through semi-structured interviews and were analyzed via content analysis. As a result of the analysis, eight themes were obtained. These themes are “Problems experienced during the ERT”, “The role of the family”, “Their needs”, “Activities offered”, The impact of remote teaching on children’s development”, “Psychological effects on the family”, and “Opinions on remote teaching and access”. Participant parents frequently stated that school closures caused a regression in the learning and development of children with DD. Parents stated that they encountered various problems such as class participation, adaptation, socialization during the ERT and that they undertook various tasks such as taking on the role of a teacher at home, adapting activities, behaviour management, providing reinforcement, and school-family cooperation. During the ERT, families' needs related to childcare, remote teaching and resources emerged. Problems related to the ERT were discussed. Suggestions for implementation and future research on the remote teaching are presented.

Anahtar Kelimeler

• emergency remote teaching
• developmental disabilities
• families
• phenomenological design

Kaynakça

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