Encountered Problems by Parents Having Children Needing Special Education

Main Article Content

Abstract

This study aims to obtain problems encountered in special education in the direction of opinions of parents attending to Special Training and Rehabilitation Institution and develop solution suggestions compansating these problems. In the scope of study parents of 20 students were interviewed. Tha datas that were obtained as a result of qualitative semi-structured interview form, were analysed by descriptive analysis method. The participant parents were asked 7 questions about education period, physical conditions, difficulties they encountered regarding their children in the scope of relations of teachers with parents and managers and point of view of society. Most of the participants expressed problems such as most of the problems should be solved by top levels, training hours are insufficient and rejection of society.

 

Keywords: Special education, problems in special education, difficulties of parents

Downloads

Download data is not yet available.

Article Details

How to Cite
Encountered Problems by Parents Having Children Needing Special Education. (2016). Global Journal of Guidance and Counseling in Schools: Current Perspectives, 6(2), 30–34. https://doi.org/10.18844/gjgc.v6i2.646
Section
Articles

References

Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: making the unnatural natural. Science Education, 82(4), 417-436.

Costa da Silva, P. R., Miranda Correia, P. R., & Infante-Malachias, E. M. (2009). Charles Darwin goes to school: the role of cartoons and narrative in setting science in an historical context. Journal of Biological Education, 43 (4).

Clary, R. M., & Wandersee, J. H. (2006). Mary anning: she's more than "seller of sea shells by the seashore." The American Biology Teacher, 68(3), 153-157.

Easly, L.M. (2006). I have a story about that: historical vignettes to enhance the teaching of the nature of science. Natchitoches, Lousiana: Roach Publishing Company, 9-12.

Howitt, C., & Blake, E. (2010). Planting the Seeds of Science. Western Australia: Australian Learning & Teaching Council.

Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science: an evaluatioan. International Journal of Science Education, 21 (4), 431–446.

Khishfe, R. & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39 (7), 551–578.

Lederman, N. G. (1992). Students’ and teachers’ conceptions about the nature of science: a review of the research. Journal of Research in Science Teaching, (29), 331–359.

Lederman, N., Abd-El-Khalick, F., Bell. R. L., & Schwartz. R. S. (2002). Views of nature of science ouestionnaire: toward valid and meaningful assessment of learners' conceptions of nature of scierce. Journal of Research in Science Teaching, 39(6), 497-521.

Mayring, P (2011). Nitel sosyal araştırmaya giriş-nitel düşünce için bir rehber. (Çev. A. Gümüş & M. S. Durgun). Ankara: Bilgesu Yayıncılık.

Milli Eğitim Bakanlığı, (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7, 8. sınıflar) öğretim programı. Ankara.

Next Generation Science Standarts, (2013). Understanding the scientific enterprise: the nature of science in the next generation science standards. Washington, DC: The National Academies.

National Research Council, (2012). A Framework for K-12 science education: practices, crosscutting concepts, and core ıdeas committee on conceptual framework for the new K-12 science education standards. Washington, DC: The National Academy Press.

Öztürk, B., & Kısaç, İ. (2003). Bilgiyi işleme modeli. B. Yeşilyaprak (Ed.), Gelişim ve öğrenme psikolojisi (s. 251-281). Ankara: Pegem A Yayıncılık.

Phillips, K. D., & Carr, K. (2010). Becoming a teacher through action research. process, context, and self-study. New-York: Taylor & Francis e-Library.

Punch, K. F. (2005). Sosyal araştırmalara giriş. nicel ve nitel yaklaşımlar. (Çev. D. Bayrak, H. B. Arslan & Z. Akyüz). Ankara: Siyasal Yayınevi.

Roach, L. E. (1993). Use of the history of science in a nonscience majors course: Does it affect students understanding of the nature of science? (Unpublished doctoral thesis). Louisiana State University, Baton Rouge.

Roach, L. E., & Wandersee, J. H. (1993). Short story science. The science Teacher, 60 (6), 18-21.

Roach, L. E., & Wandersee, J. H. (1995). Putting people back into science: using historical vignettes. School Science & Mathematics, 95 (7), 365-370.

Samaras, P. A., & Freese, A. R. (2009). Looking back and looking forward, An Historical Overview of the Self-Study School. In C. A. Lassonde, S. Galman and C. Kosnik (Eds.), Self-study research methodologies for teacher educators, (7), (pp.3–19). Rotterdam: Boston, Taipei.

Taşar, M. F. (2006). Probing preservice teachers’ understandings of scientific knowledge by using a vignette in conjunction with a paper and pencil test. Eurasia Journal of Mathematics, Science and Technology Education, 2 (1), 53-70.

Wandersee, J. H. & Roach, L. E. (1998). Interactive historical vignettes. In J. J. Mintzes, J. H. Wandersee & J. D. Novak (Eds.), Teaching science for understanding (pp. 281-306). San Diego, CA: Academic Press.

Yücel, M. (2009). Etkileşimli kısa tarihsel hikâyelerin kullanımının ilköğretim ikinci kademe öğrencilerinin bilimin doğasına yönelik anlayışlarını geliştirmesindeki etkililiği (Unpublished master thesis). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.