Examination of views and suggestions about participation of families of children with special needs in individualised education programme

Abstract

Individualised education programmes (IEP) will be practiced with children with special needs (CWSN) and their families. The main factor for IEP’s success is the participation of the family and also, their children. In this study, views and suggestions about participation of families of CWSN in their IEP processes are examined. The research is based on qualitative research. Five mothers and a grandmother with CWSN were participated; data are collected via semi-structured interview technique and analysed with inductive analysis technique. This research uncovers that the participants didn’t participate in their children’s diagnosis, assessment, settlement and follow-up processes, and they were not content with the assessment results. Also, the participants who didn’t participate in the IEP weren’t even aware of the legal obligation that they had to and their children’s IEP, they weren’t in cooperation with the teacher in that process, and teachers didn’t show the progress in the children to the families even if they recorded that.Keywords: Children with special needs (CWSN), family, individualised education programmes (IEP).

Ebeveynleri̇n Bep (Bi̇reyselleşti̇ri̇lmi̇ş Eği̇ti̇m Programi) Hazirlama Süreci̇ne Katilimlarina İli̇şki̇n Görüşleri̇ni̇n Değerlendi̇ri̇lmesi̇

“…Araştırma sonuçları katılımcıların çocuklarının teşhis, değerlendirme, yerleşme ve takip süreçlerine katılmadıklarını ve değerlendirme sonuçlarından memnun olmadıklarını ortaya koymaktadır. Ayrıca BEP'e katılmayan katılımcılar, yasal zorunluluktan ve çocuklarının BEP'inden haberdar bile değillerdi (Sardohan & Akçamete, 2018).…”

Determining Practices of Classroom Teachers Who Have Mainstreaming and Special Needs Students in Their Classes

“…It was concluded that mainstreaming education could not be realized as desired due to reasons such as the physical structure of the school and the unsuitable class size, the unequal distribution of inclusion students to the classes, the demands of the classroom teachers not being met, insufficient material support, and insufficient inservice trainings despite the fact that the teachers received assistance from the training support teachers (Sarac and Colak 2012;Guzel 2014;Yaman 2017). When the studies were examined in general, it was found that classroom teachers emphasized that they did not find themselves sufficient about inclusion education, that support education services and material support were not provided, and that they wanted to improve themselves in relation to the education of students with special needs but they did not receive education support in this sense (Dagli and Oznacar, 2015;Germano, Brito and Capellini, 2017;Sardohan and Akcamete, 2018;Bayrakli and Sucuoglu, 2018). In order to be effective in mainstreaming education, it is of great importance to determine the actions of classroom teachers regarding instructional practice and evaluation, and to take necessary precautions and to provide the necessary support in this area.…”

Problems of education of legal culture of students

“…The content of legal culture education is the introduction of people to knowledge about the state and law, legality, rights and freedoms of the individual, understanding the essence of legal doctrines, doctrines, the development of citizens' stable orientation to law-abiding behavior.The defining element of the legal culture education system is the goal of educating the legal culture of the younger generation (Sardohan Yildirim & Akcamete, 2018). It consists in introducing a growing person into complex legal social relations, with the help ofI have the right to solve a number of educational problems.…”