Integration From the Perspective of Children With Special Needs: A Phenomenological Study

Tok, Aslı İzoğlu; Yükçü, Şuheda Bozkurt; Kaymaz, Çiğdem; Güngör, İbrahim; Metin, Emine Nilgün

doi:10.29228/sobider.52147

Cited by 2 publications

(1 citation statement)

References 8 publications

(9 reference statements)

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“…Previous research has highlighted the importance of recognizing difficulties in socialemotional development as early indicators of potential issues (İzoğlu-Tok & Doğan, 2022;Sakellariou et al, 2020;Tercan & Yıldız-Bıçakçı, 2018). In particular, a qualitative study by İzoğlu-Tok et al (2021) found that children with SLD felt marginalized and invisible due to experiences of bullying, with participation in mainstreaming services often equating to feelings of "rejection" and "not belonging." Reflecting on both our findings and those of previous studies, children were frequently described as "silent," "vulnerable," "sensitive," and "introverted."…”

Section: Overview Of Developmental Symptomsmentioning

confidence: 99%

Preliminary developmental challenges of children at risk for specific learning disabilities: Insights from parents and teachers—a qualitative study

İzoğlu-Tok,

Doğan

2024

Curr Psychol

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This study aims to uncover the preliminary developmental challenges experienced by children from infancy to their primary school years, who are subsequently diagnosed with specific learning disabilities during their primary education. The ultimate goal is to develop an item pool to identify early symptoms of specific learning disabilities. This qualitative descriptive design study employed semi-structured interviews with 20 participants, comprising both parents and teachers of 10 children aged 8–11. The interviews lasted between 45 and 60 min. To ensure the research's quality and reliability, we applied evaluation criteria and performed six-stage thematic analysis framework. The results indicate that children experienced developmental difficulties from infancy to preschool period that impacted their social-emotional development, language and communication, motor and self-care skills, as well as their perception, memory, attention, and self-regulation capabilities. These challenges were exacerbated during the school years by motivation-related issues. Parental observations primarily highlighted difficulties in language and communication, such as pronunciation, initiating conversations, and speech, during the first three years of life. Significant issues in social-emotional development included introversion, a need for physical contact, challenges in maintaining relationships, and adherence to rules. These challenges emerged during the first three years of children and progressively worsened across all developmental domains. This study contributes valuable insights into the literature by providing past observations from parents and teachers, thus enhancing understanding of the preliminary developmental challenges faced by children at risk of specific learning disabilities.

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Section: Overview Of Developmental Symptomsmentioning

confidence: 99%

Preliminary developmental challenges of children at risk for specific learning disabilities: Insights from parents and teachers—a qualitative study

İzoğlu-Tok,

Doğan

2024

Curr Psychol

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An In-Depth Investigation of Parents' Experiences about the Developmental and Diagnosis Process of Children with Specific Learning

İZOGLU TOK,

YILDIZ,

KAYMAZ

et al. 2023

Cukurova University Faculty of Education Journal

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This study examines the developmental processes, diagnosis processes, and needs of children with specific learning disabilities based on their parents' experiences. The research was conducted with a qualitative research methodology. The study group in the research was formed by the typical sampling method. The study group comprises the parents of 12 students with specific learning disabilities educated in mainstream classrooms. The researchers developed a semi-structured interview form in the context of literature. Content analysis of the transcribed voice recordings was made. As a result, four main themes emerged “Developmental Process, Social Relations, Diagnosis Process, and Strengths and Weaknesses.” The parents have difficulties in their children's self-care skills, motor development, social development, cognitive development, and language development compared to their peers in preschool. The parents noticed their children's development needs during the homework process and pointed out the low level of knowledge of the teachers in both preschool and school periods. It was stated that the children had developmental needs in all developmental areas, especially language development in the preschool period. Also, parents expressed that their children have difficulties with often drawing attention to the difficulties experienced by their children in social relations.

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Integration From the Perspective of Children With Special Needs: A Phenomenological Study

Cited by 2 publications

References 8 publications

Preliminary developmental challenges of children at risk for specific learning disabilities: Insights from parents and teachers—a qualitative study

Preliminary developmental challenges of children at risk for specific learning disabilities: Insights from parents and teachers—a qualitative study

An In-Depth Investigation of Parents' Experiences about the Developmental and Diagnosis Process of Children with Specific Learning

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