BibTex RIS Kaynak Göster

Preparing Special Education Teachers For Family-Professional Partnership: The Perspective Of Families/Özel Eğitim Öğretmenlerinin Aile-Profesyonel İşbirliğine Hazırlanması: Engelli Çocukları Olan Ailelerin Görüşleri

Yıl 2010, Cilt: 7 Sayı: 13, 56 - 77, 10.03.2014

Öz

Abstract

Understanding the family perspective on partnering with teachers is critical for restructuring practices in preparing teachers to partner with families. In this study, the context of a course which was designed to prepare special education teachers for family-professional partnerships is used to examine how families of students with special needs view their role in school-family relationships, what they think about teachers partnering with families, and how teacher preparation programs might respond to the challenges that arise from the family perspective. Data were collected through surveys, interviews and focus group discussions and were analyzed using mixed-methods. Families reported that direct experience with families was essential to prepare teachers to work with them. They also made it clear that there was a mismatch between families' understanding of family-professional partnership and that of professionals. These findings have important implications for the design and content of teacher preparation programs.

Key words: Teacher preparation, special education, partnership, families, collaboration

Özet

Ailelerin aile-profesyonel ilişkileri hakkındaki düşüncelerini/görüşlerini anlamak öğretmen yetiştirme programlarımızı yapılandırmak ve öğretmenleri aile işbirliği konusunda etkili bir şekilde hazırlamakta kritik bir öneme sahiptir. Bu araştırmada, özel eğitim öğretmenlerini aile işbirliği konusunda hazırlamak için dizayn edilmiş bir kurs ortamını kullanarak engelli çocuklara sahip ailelerin öğretmenlerle işbirliği hakkındaki düşüncelerini inceleme yoluna gittik ve öğretmen yetiştirme programlarının aile yaklaşımlarından doğabilecek zorluklara nasıl cevap verebileceğini tayin etmeye çalıştık. Anket, görüşme ve küçük gurup toplantıları veri toplama yöntemleri olarak kullanılmıştır. Aile bireyleri öğretmenlerin ailelerle işbirliği için hazırlanmalarında ailelerle birebir görüşmelerin ve bu alanda stajların önemini vurguladılar. Buna ilaveten aileler, kendi profesyonel-aile işbirliği anlayışları ile profesyonellerin anlayışları arasında bir uyuşmazlık olduğunu dile getirdiler. Bu bulgular öğretmen yetiştirme programlarını dizayn etmede ve içeriğini oluşturmada önemli etkilere sahip ipuçları sağlamaktadır.

Anahtar Sözcükler: Öğretmen eğitimi, özel eğitim, ortaklık, aileler, işbirliği

Kaynakça

  • Baker, A.J. & Soden, L.M. (1998, Sept.). The challenges of parent involvement research. New York: ERIC Clearinghouse on Urban Education. (ERIC Document Reproduction Service No. ED419030).
  • Beckman, P. (1996). Strategies for working with families of young children with disabilities. Baltimore: Paul Brookes.
  • Berk, L. (1997). Child Development (4th Edition). Allyn and Bacon:Mass.
  • Bianchi, S. M. & Spain, D. (1996). “Women, Work, and Family in America.” Population Bulletin (BUL51.3, December 1996).
  • Bodner-Johnson & Sass-Lehrer (1999). Family-School Relationships: Concepts and Premises. Retrieved, May 2005, from:
  • http://clerccenter.gallaudet.edu/Products/Sharing-Ideas/family-school/family-school.html
  • Bogdan, R. & Biklen, S. (1992) Qualitative research in education: An introduction to theory and methods. Needham Heights, MA: Allyn & Bacon.
  • Boussard, C.A. (2000). “Preparing teachers to work with families: A national survey of teacher education programs.” Equity & Excellence in Education, 33(2), 41-49.
  • Bowes, J., 2000. “Response of Parents to Parent Education and Support Programs:A Review of Evaluation Research on Some Key USA Programs.” Paper presented at 7th Australian Institute of Family Studies Conference, Sydney, Australia.
  • Bowes, J., & Hayes, A. (1999). “Contexts and consequences: Impacts on children, families and communities”, In J.M. Bowes, & A. Hayes (Eds.), Children, families and communities: Contexts and consequences (pp.3-23), Melbourne, Australia: Oxford University Press.
  • Brownell, M.T., Ross, D.D., Colón, E.P., & McCallum, C.L.(2005). “Critical Features of Special Education Teacher Preparation: A Comparison With General Teacher Education.” The Journal of Special Education, 38, 242–252.
  • Brownell, M. T. & Walther-Thomas, C. (2002). “An interview with Marilyn Friend: Fostering collaboration in schools.” Intervention in School and Clinic, 37, 31-35.
  • Butera, G., Matuga, K. & Riley, S. (1999) “Doing as we do: Guiding student development in family-focused early intervention using family stories and parent co-instruction.” Infant-Toddler Intervention: The Transdisciplinary Journal, 9(2), 107-122.
  • Sakalli Gumus, S. (2005). “Preparing Teachers to Partner with Families: Educator, Student and Family Perspectives.” Paper presented at the 2005 Annual Meeting of the American Educational Research Association (AERA), Montreal, Canada.
  • Casper, L. M., & Bianchi, S. M. (2002). Continuity and change in the American family. Thousand Oaks, CA: Sage Publications.
  • Chavkin, N.F., & Gonzalez, D.L. (1995). “Forging partnerships between Mexican American parents and the schools.” West Virginia: ERIC Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction Service No. ED388489).
  • Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning. New York: Guilford Press.
  • Cochran-Smith, M. (1995). “Uncertain allies: Understanding the boundaries of race and teaching.” Harvard Educational Review,63(4), 541-570.
  • Cooley, E., & Yovanoff, P. (1996) “Supporting professionals at risk: Evaluating interventions to reduce burnout and improve retention of special educators.” Exceptional Children, 62(4), 336-355.
  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (2000). Handbook of Qualitative Research. Thousand Oaks, CA: Sage.
  • Dunst, C. J., Trivette, C. M., & Deal, A. G. (Eds.) (1994). Supporting and strengthening families. Cambridge: Brookline.
  • Epstein, J.L. (1996). Perspectives and previews on research and policy for school, family, and community partnerships. In A. Booth & J.F. Dunn (Eds.), Family-school links. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
  • Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.
  • Floyd, L. (1998, March). “Joining hands: A parental involvement program.” Urban Education, 33(1), 123-135.
  • Giallourakis, A. A. (2002). “Understanding family involvement in the preparation of graduate students: Creating family-centered practitioners.” Dissertation Abstracts International, 63(09), 3153A. (Publication No. AAT 3064343)
  • Harris, M., Jacobson, A., & Hemmer, R. (2004). Preparing teachers to engage parents. Cambridge, MA: Harvard Family Research Project. [Available at www.gse.harvard.edu/hfrp/projects/fine/resources/research/harris.html]
  • Henderson, A. T. & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.
  • Hiatt-Michael, D. (2001). “Preparing Pre-service Teachers for Home-School Partnerships Across the United States.” Paper presented at American Educational Research Association Annual Meeting, Seattle, WA.
  • Hiatt-Michael, Diana, ed. (2001). Promising practices for family involvement in school. Greenwich, CT: Information Age Publishing, Inc.
  • LeCompte, M.D., Millroy, W.L., & Preissle, J. (Eds.). (1992). The handbook of qualitative research in education. New York: Academic Press, Inc.
  • McLaren, P. (2003). Life in schools: An introduction to critical pedagogy in the foundations of education (4th ed.). New York: Allyn and Bacon.
  • McLeod, J.H., (2000). Teacher' Working Knowledge: The Value of Lived Experience. MultiBASE. RMIT University, Melbourne, Australia.
  • Retrieved, May 2005, from: http://ultibase.rmit.edu.au/Articles/nov01/mcleod1.htm .
  • McMillan, J.H. & Schumacher, S. (1997) Research in education: A conceptual framework. (4th Edition) New York: Longman.
  • Merriam, S. B. (2002). Qualitative research in practice: Examples for discussion and analysis. San Francisco: Jossey-Bass.
  • Ouimette, M., Feldman, J. & Tung, R. (2004). “Engaging parents in an urban public high school: A case study of Boston Arts Academy.” Paper presented at the 2004 Annual Meeting of the American Educational Research Association, San Diego, CA.
  • Parker, E., Finch, T.E., Koldenhoven, D. J., Woods, A., Oulvey, G., Bercegeay, B. et al. (2000). The Family as a critical partner in the achievement of successful employment. Twenty-sixth Institute on Rehabilitation Issues 2000. Retrieved, 15 June 2005, from http://www.pacer.org/tatra/critfam.htm
  • Patton, M. Q. (2002). Qualitative evaluation and research methods. (3rd ed.). Newbury Park, CA: Sage.
  • Prater, M.A., Sileo, T.W. & Black, T. (2000) “Preparing educators and related school personnel to work with at-risk students.” Teacher Education and Special Education, 23, 1. 51-64.
  • Polloway, E., Patton, J., & Serna, L. (2005). Strategies for teaching learners with special needs (8th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Ryan, B. A., & Adams, G.R. (1998). Family Relationships and Children's School Achievement: Data from the National Longitudinal Survey of Children and Youth. Retrieved, June 2005, from:
  • http://www11.hrsdc.gc.ca/en/cs/sp/hrsdc/arb/publications/research/1998-002346/w-98-13.pdf
  • Ruggles, S. (1997). “The Rise of Divorce and Separation in the United States, 1880–1990.” Demography, 34, 455-66.
  • Shartrand, A. M., Weiss, H.B., Kreider, H. M., and Lopez, M. E. (1997). New Skills for New Schools: Preparing Teachers in Family Involvement. Harvard Family Research Project. Cambridge, MA: Harvard Graduate School of Education. Available at:
  • http://www.ed.gov/pubs/NewSkills
  • The Council for Exceptional Children (1998). What every special educator must know: the international standards for the preparation and licensure of special educators (3rd ed.), Reston, Va.
  • The No Child Left Behind Act (2001). U.S. Department of Education. Available at http://www.ed.gov/policy/elsec/leg/esea02/index.html
  • Tichenor, M.S. (1997). “Teacher education and parent involvement: Reflections from preservice teachers.” Journal of Instructional Psychology, 24, 233-239.
  • Trivette, C. M., Dunst, C. J., & Hamby, D. W. (1996). “Factors associated with perceived control appraisals in a family-centered early intervention program.” Journal of Early Intervention, 20, 165-178.
  • Thornton, A., Axinn, W., Fricke, T.E., & Alwin, D. (2001) Values and Beliefs in the Lives of Children and Families. In A. Thornton (Ed.), The Well-Being of Children and Families: Research and Data Needs. Ann Arbor, MI: University of Michigan Press.
  • Thornton, A., & Young-Demarco, L. (2001). “Four Decades of Trends in Attitudes Toward Family Issues in the United States: The 1960s through the 1990s.” Journal of Marriage and Family, 63(4), 1009–1037.
  • Turnbull, A., and Turnbull, H.R. (1997). Families, professionals, and exceptionality: A special partnership (3rd ed.). Columbus, OH: Merrill/Prentice Hall.
  • U.S. Department of Education. (1996). Putting it together: Comprehensive school-linked strategies for children and families. Washington, DC: Author.
  • U.S. Department of Education, Office of Educational Research and Improvement. (1997). Overcoming barriers to family involvement in Title I schools: Report to Congress. Washington, DC: Author.
  • Whittaker, S.D. (2000) “Mentoring beginning special education teachers and the relationship to attrition.” Exceptional Children, 66(4), 546-566.
  • Winton, P. & Bailey, D. (1994). “Becoming family-centered.” In J. Roush and N. Matkin, (Eds.), Infants and toddlers with hearing loss (pp. 23-39). Timonium, MD: York.
Yıl 2010, Cilt: 7 Sayı: 13, 56 - 77, 10.03.2014

Öz

Kaynakça

  • Baker, A.J. & Soden, L.M. (1998, Sept.). The challenges of parent involvement research. New York: ERIC Clearinghouse on Urban Education. (ERIC Document Reproduction Service No. ED419030).
  • Beckman, P. (1996). Strategies for working with families of young children with disabilities. Baltimore: Paul Brookes.
  • Berk, L. (1997). Child Development (4th Edition). Allyn and Bacon:Mass.
  • Bianchi, S. M. & Spain, D. (1996). “Women, Work, and Family in America.” Population Bulletin (BUL51.3, December 1996).
  • Bodner-Johnson & Sass-Lehrer (1999). Family-School Relationships: Concepts and Premises. Retrieved, May 2005, from:
  • http://clerccenter.gallaudet.edu/Products/Sharing-Ideas/family-school/family-school.html
  • Bogdan, R. & Biklen, S. (1992) Qualitative research in education: An introduction to theory and methods. Needham Heights, MA: Allyn & Bacon.
  • Boussard, C.A. (2000). “Preparing teachers to work with families: A national survey of teacher education programs.” Equity & Excellence in Education, 33(2), 41-49.
  • Bowes, J., 2000. “Response of Parents to Parent Education and Support Programs:A Review of Evaluation Research on Some Key USA Programs.” Paper presented at 7th Australian Institute of Family Studies Conference, Sydney, Australia.
  • Bowes, J., & Hayes, A. (1999). “Contexts and consequences: Impacts on children, families and communities”, In J.M. Bowes, & A. Hayes (Eds.), Children, families and communities: Contexts and consequences (pp.3-23), Melbourne, Australia: Oxford University Press.
  • Brownell, M.T., Ross, D.D., Colón, E.P., & McCallum, C.L.(2005). “Critical Features of Special Education Teacher Preparation: A Comparison With General Teacher Education.” The Journal of Special Education, 38, 242–252.
  • Brownell, M. T. & Walther-Thomas, C. (2002). “An interview with Marilyn Friend: Fostering collaboration in schools.” Intervention in School and Clinic, 37, 31-35.
  • Butera, G., Matuga, K. & Riley, S. (1999) “Doing as we do: Guiding student development in family-focused early intervention using family stories and parent co-instruction.” Infant-Toddler Intervention: The Transdisciplinary Journal, 9(2), 107-122.
  • Sakalli Gumus, S. (2005). “Preparing Teachers to Partner with Families: Educator, Student and Family Perspectives.” Paper presented at the 2005 Annual Meeting of the American Educational Research Association (AERA), Montreal, Canada.
  • Casper, L. M., & Bianchi, S. M. (2002). Continuity and change in the American family. Thousand Oaks, CA: Sage Publications.
  • Chavkin, N.F., & Gonzalez, D.L. (1995). “Forging partnerships between Mexican American parents and the schools.” West Virginia: ERIC Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction Service No. ED388489).
  • Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning. New York: Guilford Press.
  • Cochran-Smith, M. (1995). “Uncertain allies: Understanding the boundaries of race and teaching.” Harvard Educational Review,63(4), 541-570.
  • Cooley, E., & Yovanoff, P. (1996) “Supporting professionals at risk: Evaluating interventions to reduce burnout and improve retention of special educators.” Exceptional Children, 62(4), 336-355.
  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (2000). Handbook of Qualitative Research. Thousand Oaks, CA: Sage.
  • Dunst, C. J., Trivette, C. M., & Deal, A. G. (Eds.) (1994). Supporting and strengthening families. Cambridge: Brookline.
  • Epstein, J.L. (1996). Perspectives and previews on research and policy for school, family, and community partnerships. In A. Booth & J.F. Dunn (Eds.), Family-school links. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
  • Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.
  • Floyd, L. (1998, March). “Joining hands: A parental involvement program.” Urban Education, 33(1), 123-135.
  • Giallourakis, A. A. (2002). “Understanding family involvement in the preparation of graduate students: Creating family-centered practitioners.” Dissertation Abstracts International, 63(09), 3153A. (Publication No. AAT 3064343)
  • Harris, M., Jacobson, A., & Hemmer, R. (2004). Preparing teachers to engage parents. Cambridge, MA: Harvard Family Research Project. [Available at www.gse.harvard.edu/hfrp/projects/fine/resources/research/harris.html]
  • Henderson, A. T. & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.
  • Hiatt-Michael, D. (2001). “Preparing Pre-service Teachers for Home-School Partnerships Across the United States.” Paper presented at American Educational Research Association Annual Meeting, Seattle, WA.
  • Hiatt-Michael, Diana, ed. (2001). Promising practices for family involvement in school. Greenwich, CT: Information Age Publishing, Inc.
  • LeCompte, M.D., Millroy, W.L., & Preissle, J. (Eds.). (1992). The handbook of qualitative research in education. New York: Academic Press, Inc.
  • McLaren, P. (2003). Life in schools: An introduction to critical pedagogy in the foundations of education (4th ed.). New York: Allyn and Bacon.
  • McLeod, J.H., (2000). Teacher' Working Knowledge: The Value of Lived Experience. MultiBASE. RMIT University, Melbourne, Australia.
  • Retrieved, May 2005, from: http://ultibase.rmit.edu.au/Articles/nov01/mcleod1.htm .
  • McMillan, J.H. & Schumacher, S. (1997) Research in education: A conceptual framework. (4th Edition) New York: Longman.
  • Merriam, S. B. (2002). Qualitative research in practice: Examples for discussion and analysis. San Francisco: Jossey-Bass.
  • Ouimette, M., Feldman, J. & Tung, R. (2004). “Engaging parents in an urban public high school: A case study of Boston Arts Academy.” Paper presented at the 2004 Annual Meeting of the American Educational Research Association, San Diego, CA.
  • Parker, E., Finch, T.E., Koldenhoven, D. J., Woods, A., Oulvey, G., Bercegeay, B. et al. (2000). The Family as a critical partner in the achievement of successful employment. Twenty-sixth Institute on Rehabilitation Issues 2000. Retrieved, 15 June 2005, from http://www.pacer.org/tatra/critfam.htm
  • Patton, M. Q. (2002). Qualitative evaluation and research methods. (3rd ed.). Newbury Park, CA: Sage.
  • Prater, M.A., Sileo, T.W. & Black, T. (2000) “Preparing educators and related school personnel to work with at-risk students.” Teacher Education and Special Education, 23, 1. 51-64.
  • Polloway, E., Patton, J., & Serna, L. (2005). Strategies for teaching learners with special needs (8th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Ryan, B. A., & Adams, G.R. (1998). Family Relationships and Children's School Achievement: Data from the National Longitudinal Survey of Children and Youth. Retrieved, June 2005, from:
  • http://www11.hrsdc.gc.ca/en/cs/sp/hrsdc/arb/publications/research/1998-002346/w-98-13.pdf
  • Ruggles, S. (1997). “The Rise of Divorce and Separation in the United States, 1880–1990.” Demography, 34, 455-66.
  • Shartrand, A. M., Weiss, H.B., Kreider, H. M., and Lopez, M. E. (1997). New Skills for New Schools: Preparing Teachers in Family Involvement. Harvard Family Research Project. Cambridge, MA: Harvard Graduate School of Education. Available at:
  • http://www.ed.gov/pubs/NewSkills
  • The Council for Exceptional Children (1998). What every special educator must know: the international standards for the preparation and licensure of special educators (3rd ed.), Reston, Va.
  • The No Child Left Behind Act (2001). U.S. Department of Education. Available at http://www.ed.gov/policy/elsec/leg/esea02/index.html
  • Tichenor, M.S. (1997). “Teacher education and parent involvement: Reflections from preservice teachers.” Journal of Instructional Psychology, 24, 233-239.
  • Trivette, C. M., Dunst, C. J., & Hamby, D. W. (1996). “Factors associated with perceived control appraisals in a family-centered early intervention program.” Journal of Early Intervention, 20, 165-178.
  • Thornton, A., Axinn, W., Fricke, T.E., & Alwin, D. (2001) Values and Beliefs in the Lives of Children and Families. In A. Thornton (Ed.), The Well-Being of Children and Families: Research and Data Needs. Ann Arbor, MI: University of Michigan Press.
  • Thornton, A., & Young-Demarco, L. (2001). “Four Decades of Trends in Attitudes Toward Family Issues in the United States: The 1960s through the 1990s.” Journal of Marriage and Family, 63(4), 1009–1037.
  • Turnbull, A., and Turnbull, H.R. (1997). Families, professionals, and exceptionality: A special partnership (3rd ed.). Columbus, OH: Merrill/Prentice Hall.
  • U.S. Department of Education. (1996). Putting it together: Comprehensive school-linked strategies for children and families. Washington, DC: Author.
  • U.S. Department of Education, Office of Educational Research and Improvement. (1997). Overcoming barriers to family involvement in Title I schools: Report to Congress. Washington, DC: Author.
  • Whittaker, S.D. (2000) “Mentoring beginning special education teachers and the relationship to attrition.” Exceptional Children, 66(4), 546-566.
  • Winton, P. & Bailey, D. (1994). “Becoming family-centered.” In J. Roush and N. Matkin, (Eds.), Infants and toddlers with hearing loss (pp. 23-39). Timonium, MD: York.
Toplam 56 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makaleleri
Yazarlar

Suad Gümüş Bu kişi benim

Gretchen Butera Bu kişi benim

Lisa Anne Humphreys Bu kişi benim

Yayımlanma Tarihi 10 Mart 2014
Yayımlandığı Sayı Yıl 2010 Cilt: 7 Sayı: 13

Kaynak Göster

APA Gümüş, S., Butera, G., & Humphreys, L. A. (2014). Preparing Special Education Teachers For Family-Professional Partnership: The Perspective Of Families/Özel Eğitim Öğretmenlerinin Aile-Profesyonel İşbirliğine Hazırlanması: Engelli Çocukları Olan Ailelerin Görüşleri. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(13), 56-77.
AMA Gümüş S, Butera G, Humphreys LA. Preparing Special Education Teachers For Family-Professional Partnership: The Perspective Of Families/Özel Eğitim Öğretmenlerinin Aile-Profesyonel İşbirliğine Hazırlanması: Engelli Çocukları Olan Ailelerin Görüşleri. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. Mart 2014;7(13):56-77.
Chicago Gümüş, Suad, Gretchen Butera, ve Lisa Anne Humphreys. “Preparing Special Education Teachers For Family-Professional Partnership: The Perspective Of Families/Özel Eğitim Öğretmenlerinin Aile-Profesyonel İşbirliğine Hazırlanması: Engelli Çocukları Olan Ailelerin Görüşleri”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 7, sy. 13 (Mart 2014): 56-77.
EndNote Gümüş S, Butera G, Humphreys LA (01 Mart 2014) Preparing Special Education Teachers For Family-Professional Partnership: The Perspective Of Families/Özel Eğitim Öğretmenlerinin Aile-Profesyonel İşbirliğine Hazırlanması: Engelli Çocukları Olan Ailelerin Görüşleri. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 7 13 56–77.
IEEE S. Gümüş, G. Butera, ve L. A. Humphreys, “Preparing Special Education Teachers For Family-Professional Partnership: The Perspective Of Families/Özel Eğitim Öğretmenlerinin Aile-Profesyonel İşbirliğine Hazırlanması: Engelli Çocukları Olan Ailelerin Görüşleri”, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 7, sy. 13, ss. 56–77, 2014.
ISNAD Gümüş, Suad vd. “Preparing Special Education Teachers For Family-Professional Partnership: The Perspective Of Families/Özel Eğitim Öğretmenlerinin Aile-Profesyonel İşbirliğine Hazırlanması: Engelli Çocukları Olan Ailelerin Görüşleri”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 7/13 (Mart 2014), 56-77.
JAMA Gümüş S, Butera G, Humphreys LA. Preparing Special Education Teachers For Family-Professional Partnership: The Perspective Of Families/Özel Eğitim Öğretmenlerinin Aile-Profesyonel İşbirliğine Hazırlanması: Engelli Çocukları Olan Ailelerin Görüşleri. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2014;7:56–77.
MLA Gümüş, Suad vd. “Preparing Special Education Teachers For Family-Professional Partnership: The Perspective Of Families/Özel Eğitim Öğretmenlerinin Aile-Profesyonel İşbirliğine Hazırlanması: Engelli Çocukları Olan Ailelerin Görüşleri”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 7, sy. 13, 2014, ss. 56-77.
Vancouver Gümüş S, Butera G, Humphreys LA. Preparing Special Education Teachers For Family-Professional Partnership: The Perspective Of Families/Özel Eğitim Öğretmenlerinin Aile-Profesyonel İşbirliğine Hazırlanması: Engelli Çocukları Olan Ailelerin Görüşleri. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2014;7(13):56-77.

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