Tele-Health Applications in Special Education

Abstract

Tele-health is defined as the use of information and communication technologies to provide health services in situations where there is a physical separation between service providers and/or recipients, both over long and short distances. Tele-health covers the diagnostic, therapeutic, preventive, and curative aspects of health services and includes service recipients, primary and other caregivers, experts, and educators. Today, many studies indicate the main benefits of tele-health implementations: Eliminating transportation difficulties, reducing costs, and providing flexible time. Special education is usually conducted face-to-face in traditional settings. However, in the last decade, interest and demand for tele-health have increased due to the increased awareness, albeit partially, and the reduction of technological barriers. However, due to the Covid-19 outbreak, the transformation of special education services carried out in traditional education settings into distance education, especially tele-health implementations, has been challenging for experts working in the field. Studies conducted in 2020 show that field experts have limited knowledge and experience in providing special education services through tele-health. Therefore, this study aims to provide information on tele-health implementations in special education.

Kaynaştırma Eğitiminde Aile Katılımı: Bir Karma Yöntem Araştırması

“…Alanyazın incelendiğinde ailelerin kaynaştırma eğitimine yönelik tutum ve görüşlerinin incelendiği (Çalışoğlu ve Tanışır, 2018;Çulhaoğlu-İmrak, 2009;Kargın, Acarlar ve Sucuoğlu, 2003;Koçyiğit, 2015;Orçan-Kaçan, Kimzan, Güler Yıldız ve Çağdaş, 2019;Özbab a, 2000;Taş, 2007;Tuş ve Çiftçi Tekinarslan, 2013;Ünal ve İflazoğlu Saban, 2014;Yener ve Dayı, 2021;Yigen, 2008) ve özel eğitimde aile koçluğu (Akbulut, 2019;Gıcı-Vatansever, 2019;Kizir, 2021) ile ilgili çeşitli çalışmaların yapıldığı; kaynaştırma eğitiminde aile katılımının sınırlı sayıda çalışıldığı (Gönen ve Efilti, 2019;Pamuk, 2019;Piştav-Akmeşe ve Kayhan, 2014;Sucuoğlu, 1996;Uyanık, 2019;Yıldız, 2018) görülmektedir. Gönen ve Efilti (2019) tarafından yapılan tarama modelindeki çalışma Konya ilindeki 95 veli ile yürütülmüştür.…”