Academic Journal
Experiences of Parents of Children with Special Needs in the Process of Receiving Reports from Guidance and Research Centers
| Τίτλος: | Experiences of Parents of Children with Special Needs in the Process of Receiving Reports from Guidance and Research Centers |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Alper Gülay (ORCID |
| Πηγή: | International Journal of Contemporary Educational Research. 2024 11(3):337-353. |
| Διαθεσιμότητα: | International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Ημερομηνία έκδοσης: | 2024 |
| Τύπος εγγράφου: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Special Needs Students, Parent Attitudes, Parent Participation, Parent Role, Parents, Testing Problems, Testing, Culture Fair Tests, Test Reliability, Educational Diagnosis, Parent School Relationship, Testing Programs, Evaluation Methods, Special Education |
| Γεωγραφικοί όροι: | Turkey |
| ISSN: | 2148-3868 |
| Περίληψη: | This qualitative phenomenological study explores the experiences of parents of children with special needs in Turkey, specifically their encounters with Guidance and Research Centers (GRCs) during the process of obtaining educational assessment reports. Through semi-structured interviews with 25 parents, the study reveals complex emotions and concerns over the assessment process, including the adequacy of assessment tools, the duration of evaluations, and the involvement of parents in the decision-making process. While many parents expressed satisfaction with the outcomes, significant issues were highlighted, such as the lack of communication between professionals and families and discrepancies in the accuracy of assessments and placement decisions. The research underscores the need for a more collaborative approach between parents and professionals, emphasizing the importance of improved communication, enhanced diversity of assessment tools, and longer evaluation periods to ensure a fairer and more comprehensive understanding of each child's unique needs. The findings also suggest that greater parental involvement in the assessment and placement processes could lead to better educational outcomes and increased satisfaction for families. These insights have important implications for future policy and practice in special education assessment and support in Turkey. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Αριθμός Καταχώρησης: | EJ1449215 |
| Βάση Δεδομένων: | ERIC |
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