Research Article
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Examination of the Opinions of Mothers of Children with Visual Impairment about Special Education Services

Year 2023, Volume: 7 Issue: 2, 223 - 252, 31.12.2023

Pelin Piştav Akmeşe Necla Işıkdoğan Uğurlu Nilay Kayhan

https://doi.org/10.47140/kusbder.1394226

Abstract

Children with visual impairment, who are in the special needs group, must benefit from special education services according to the diagnosis and evaluation results as soon as possible. The cooperation of the family and service providers is a critical factor that increases success in benefiting from special education services in the early period. This study aims to examine the opinions of mothers of children with visual impairment in the early childhood period about special education services. 15 mothers were voluntarily included in the study designed in the qualitative research method. The data collected through semi-structured interviews between May and June in the spring semester of 2022 were analyzed by content analysis. As a result of the analysis, three main themes were obtained: Supporting development in the early period and special education services, Family and child's access to special education services, and Early communication skills of children with visual impairment. Mothers' suggestion that services for children with visual impairment and their families should be accessible and holistic is a remarkable finding. It has been seen that it is significant to plan special education services to include resources such as information, social, support, and material for families.

Keywords

Early childhood visual impairment special education family

References

  • Ashkenazy, E., Cohen, A., Ophir-Cohen, M. & Tirosh, E. (2005). Emotional status and development in children who are visually impaired. Journal of Visual Impairment & Blindness, 99(8), 1–14. https://doi.org/10.1177/0145482X0509900804
  • Ataman, A. (Ed.). (2011). Özel gereksinimli çocuklar ve özel eğitime giriş: Gündüz Yayıncılık. Bailey, D. B. & Powell,T. (2005). Assesing the information needs of families in early intervention. In M. J. Guralnick (Ed.), The developmental systems approach to early intervention (pp. 151-183). Baltimore: Paul H. Brookes Publishing Co.
  • Bishop, V. E. (1996). Preschool children with visual impairments. Austin: Texas School for the Blind and Visually Impaired.
  • Bogdan, R. C. & Biklen, K. S. (2007). Qualitative research for education: An Introduction to Theory Methods. Boston: Allyn and Bacon.
  • Bruder, M. B. (2005). Service coordination and integration in a developmental system approach. In M. J. Guralnick (Ed.), The developmental systems approach to early intervention (pp. 29-58). Baltimore: Paul H. Brookes Publishing Co.
  • Burmedi, D., Becker, S., Heyl, V., Wahl, H.W. & Himmelsbach I. (2002). Emotional and social consequences of age- related low vision: a narrative review. Visual Impair Res.;4(1), 15–45. https://doi.org/10.1076/vimr.4.1.47.15634
  • Bülbül, M. Ş. (2013). Görme engelli öğrenciler ile çalışırken nasıl bir materyal kullanılmalıdır?. Fen Eğitimi ve Araştırmaları Derneği Fen Bilimleri Öğretimi Dergisi, 1(1), 1-11. https://dergipark.org.tr/tr/pub/fbod/issue/71994/1158016
  • Celeste, M. (2006). Play behaviors and social interactions of a child who is blind: In theory and practice. Journal of Visual Impairment and Blindness, 100(2), 75–90. https://doi.org/10.1177/0145482X0610000203
  • Cosbey, J. E. & Johnston, S. (2006). Using a single-switch voice output communication aid to increase social access for children with severe disabilities in inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 31(2), 144–156. https://doi.org/10.1177/154079690603100207
  • Creswell J.W. & Creswell J. D. (2018). Research design qualitative, quantitative, and mixed methods approaches, Fifth Edition. London: Sage Pub.
  • Davidson, P. & Harrison, G. (2000). The effectiveness of early intervention for children with visual impairments. In M.J. Guralnick (Ed.), The effectiveness of early intervention (pp. 483–495). Baltimore, MD: Paul H. Brookes Publishing.
  • Ferrell, K. A. (2000). Growth and development of young children with visual impairments. In M. C. Holbrook, & A. J. Koenig (Eds.), Foundations of education: (I). History and theory of teaching children and youths with visual impairments (2nd ed., pp. 111-134). New York: AFB Press.
  • Funnell, E. & Wilding, J. (2011). Development of a vocabulary of object shapes in a child with a very-early-acquired visual agnosia: A unique case. The Quarterly Journal of Experimental Psychology, 64(2), 261–282. http://dx.doi.org/10.1080/17470218.2010.498922, PMID: 20680887.
  • Guralnick, M. J. (2005). An overview of the developmental systems model for early intervention. In M. J. Guralnick (Ed.), The developmental systems approach to early intervention (pp. 3-28). Baltimore: Paul H. Brookes Publishing Co.
  • Gürsel, O. (2012). Görme yetersizliği olan öğrenciler. İ. H. Diken (Ed.). Özel eğitime gereksinimi olan öğrenciler ve özel eğitim içinde (ss. 217-249). Ankara: Pegem Akademi.
  • Holte, L., Prickett, J.G., Van Dyke, D.C., Olson, R.J., Knutson, C.L., Knutson, J.F. et al. (2006). Issues in the evaluation of infants and young children who are suspected of or who are deaf-blind. Infants and Young Children, 19(3), 213–227. https://doi.org/10.1097/00001163-200607000-00006
  • Huebner, K. M. (2000). Visual impairment. In M C. Holbrook, & A. J. Koenig (Eds.), Foundations of education second edition volume: history and theory of teaching children and youths with visual impairments (pp. 55-76). USA, New York: AFB.
  • Kızılaslan, A. ve Sözbilir, M. (2018). Görme yetersizliği olan öğrencilerin bilişsel becerileri ve psikolojik deneyimleri üzerine bir derleme. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 31, 29-43. DOI: 10.30794/pausbed.414613
  • Kızılaslan A. & Zorluoğlu, L. (2015). Görme engelli kişileri çevreye yönelik kaygıları, Akademik Sosyal Araştırmalar Dergisi, 3(16), 357-368. https://doi.org/10.30794/pausbed.414613
  • King, G., Lawm, M., King, S., Rosenbaum, P., Kertoy, M. K. & Young, N. L. (2003). A conceptual model of the factors affecting the recreation and leisure participation of children with disabilities. Physical & Occupational Therapy in Pediatrics, 23(1), 63–90. PMID: 12703385.
  • Lieberman, M. (2014, March). Visualizing big data: Social network analysis. In Digital research conference (1-23).
  • MEB (2018). Özel eğitim hizmetleri yönetmeliği. https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=24736&MevzuatTur=7&MevzuatTertip=5 Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage Pub.
  • Mundy, P. & Sigman, M. (2015). Joint attention, social competence, and developmental psychopathology. Developmental psychopathology: Theory and method (pp. 293– 332).
  • Murdoch, H. (2004). Early intervention for children who are deafblind. Educational and Child Psychology, 21(2), 67–79. https://doi.org/10.53841/bpsecp.2004.21.2.67
  • Obiakor, F. E. & Rotatori, A. F. (2015). Critical ıssues in preparing effective early childhood special education teachers for the 21st century classroom: Interdiscipli- nary perspectives. Charlotte, NC: Information Age Publishing
  • Okcu, B., Yazıcı, F. ve Sözbilir, M. (2016). Ortaokul düzeyindeki görme yetersizliği olan öğrencilerin okuldaki öğrenim sürecine dair görüşleri. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 51-83. https://dergipark.org.tr/tr/pub/amauefd/issue/24319/257701
  • Owens, R.E. (2005). Language development: An introduction. (6th edn.). Boston, MA: Pearson/Allyn & Bacon. Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (M. Bütün ve S. B. Demir, Çev. Edt.). Ankara: Pegem Akademi.
  • Peltzer-Karpf, A. (2012). The dynamic landscape of exceptional language development. Strabismus, 20(2), 69–73. http://dx.doi.org/10.3109/09273972.2012.680236 , PMID: 22612355.
  • Roe, J. & Webster, A. (2002). Children with visual impairments: Social interaction, language and learning. London: Routledge.
  • Röder, B., Rösler, F. & Neville, H. (2001). Auditory memory in congenitally blind adults: A behavioural- electrophysiological investigation. Cognitive Brain Research, 11/2, 289– 303. https://doi.org/10.1016/S0926-6410(01)00002-7 .
  • Saunders, K. (2015). Refractive errors, impaired focusing and the need for glasses. In Impairment of vision due to disorders of the visual brain in childhood: A practical approach. (pp. 189-206).
  • Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers college press.
  • Sheppard, L., Frances K. & Aldrich, F.K. (2001). Tactile graphics in school education: perspectives from teachers. Br. J. Vis. Impair. 19(3), 93–97. https://doi.org/10.1177/026461960101900303
  • Skaggs, S. & Hopper, C. (1996). Individuals with visual impairments: A review of psychomotor behavior. Adapted Physıcal Activity Quarterly, 13 (1), 16-26. https://doi.org/10.1123/apaq.13.1.16
  • Soriano, V., ed. (2005). Early Childhood Intervention: Analysis of Situation in Europe, Key Aspect and Recommendations, Summary Report. [Electronic version]. European Agency for Development in Special Needs Education. Retrieved July 8, 2023, from https://www.european-agency.org/resources/publications/early-childhood- intervention-analysis-situations-europe-key-aspects-and
  • Suzette, W. (2008). Guide to designing tactile ıllustrations for children’s books. American Printing House for the Blind. Retrieved from https://www.prcvi.org/media/1124/aphtactilesguide.pdf
  • Swansona, H.L. & Luxenberg, D. (2009). Short-term memory and working memory in children with blindness: Support for a domain general or domain specific system?, Child Neuropsychology, 15/3, 280-294. https://doi.org/10.1080/09297040802524206
  • Şafak, P. (2017). Körsağır (görmeyenişitmeyen) çocukların eğitimi. H. Gürgür & P. Şafak (Eds.), İşitme ve görme yetersizliği içinde (1 bs., s. 238-261). Ankara: Pegem.
  • Tuncer, T. (2003). Görme yetersizliği olan çocuklar [Children with visual impairment]. A. Ataman (Ed.), Özel gereksinimli çocuklar ve özel eğitime giriş [Introduction of special needs children and special education] içinde (ss. 291-292, 297-299). Ankara: Gündüz Eğitim ve Yayıncılık.
  • van Doesum, K. T. M. (2007). An early preventive intervention for depressed mothers and their infants, its efficacy and predictors of maternal sensitivity. Unpublished Ph.D. thesis, Radboud University, Nijmegen, the Netherlands.
  • van Doesum, K. T. M., Hosman, C. M. H., Riksen-Walraven, J. M. A. & Hoefnagels, C. (2007). Correlates of depressed mothers’ sensitivity toward their infants: The role of maternal, child, and contextual characteristics. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 747-756. https://doi.org/10.1097/CHI.0b013e318040b272 .
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (7. Baskı). Ankara: Seçkin Yayıncılık.
  • Zebehazy, K.T. & Wilton. A.P. (2014). Quality, importance, and instruction: The perspectives of teachers of students with visual ımpairments on graphics use by students. J. Vis. Impair. Blind. 108, 1 (January 2014), 5–16. https://doi.org/10.1177/0145482X1410800102
  • Zimmerman, G. J. & Zebehazy, K. T. (2011). Blindness and low vision. Handbook of special education, 247-261. Edition1st Edition First Published Imprint Routledge, eBook ISBN9780203837306.

Görme Yetersizliği Olan Çocuk Annelerinin Özel Eğitim Hizmetlerine İlişkin Görüşlerinin İncelenmesi

Year 2023, Volume: 7 Issue: 2, 223 - 252, 31.12.2023

Pelin Piştav Akmeşe Necla Işıkdoğan Uğurlu Nilay Kayhan

https://doi.org/10.47140/kusbder.1394226

Abstract

Özel gereksinimli grup içerisinde yer alan görme yetersizliği olan çocuklar, mümkün olan en erken zamanda tanı ve değerlendirme sonucuna göre eğitim hizmetlerinden yararlanmalıdır. Erken dönemde özel eğitim hizmetlerinden yararlanmada aile ve hizmet sağlayıcıların birlikte çalışması, başarıyı artıran kritik bir faktördür. Bu çalışmanın amacı erken çocukluk döneminde görme yetersizliği olan çocuk annelerinin özel eğitim hizmetlerine ilişkin görüşlerinin incelenmesidir. Nitel araştırma yönteminde desenlenen çalışmaya gönüllülük esasına dayalı, 15 anne dahil edilmiştir. Yarı yapılandırmış görüşmeler yoluyla 2022 bahar yarıyılında Mayıs-Haziran aralığında toplanan veriler, içerik analizi ile analiz edilmiştir. Analiz sonucunda Erken dönemde gelişimi destekleme ve özel eğitim hizmetleri, Aile ve çocuğun özel eğitim hizmetlerine erişimi, Görme yetersizliği olan çocukların erken dönem iletişim becerileri olmak üzere üç ana tema belirlenmiştir. Annelerin görme yetersizliği olan çocuklar ile ailelerine yönelik hizmetlerin erişilebilir ve bütüncül olması önerisi, dikkat çekici bir bulgudur. Özel eğitim hizmetlerinin ailelere bilgi, sosyal, destek, materyal desteği gibi kaynakları da içerecek şekilde planlanmasının önemli olduğu görülmüştür.

Keywords

Erken çocukluk görme yetersizliği özel eğitim aile

References

  • Ashkenazy, E., Cohen, A., Ophir-Cohen, M. & Tirosh, E. (2005). Emotional status and development in children who are visually impaired. Journal of Visual Impairment & Blindness, 99(8), 1–14. https://doi.org/10.1177/0145482X0509900804
  • Ataman, A. (Ed.). (2011). Özel gereksinimli çocuklar ve özel eğitime giriş: Gündüz Yayıncılık. Bailey, D. B. & Powell,T. (2005). Assesing the information needs of families in early intervention. In M. J. Guralnick (Ed.), The developmental systems approach to early intervention (pp. 151-183). Baltimore: Paul H. Brookes Publishing Co.
  • Bishop, V. E. (1996). Preschool children with visual impairments. Austin: Texas School for the Blind and Visually Impaired.
  • Bogdan, R. C. & Biklen, K. S. (2007). Qualitative research for education: An Introduction to Theory Methods. Boston: Allyn and Bacon.
  • Bruder, M. B. (2005). Service coordination and integration in a developmental system approach. In M. J. Guralnick (Ed.), The developmental systems approach to early intervention (pp. 29-58). Baltimore: Paul H. Brookes Publishing Co.
  • Burmedi, D., Becker, S., Heyl, V., Wahl, H.W. & Himmelsbach I. (2002). Emotional and social consequences of age- related low vision: a narrative review. Visual Impair Res.;4(1), 15–45. https://doi.org/10.1076/vimr.4.1.47.15634
  • Bülbül, M. Ş. (2013). Görme engelli öğrenciler ile çalışırken nasıl bir materyal kullanılmalıdır?. Fen Eğitimi ve Araştırmaları Derneği Fen Bilimleri Öğretimi Dergisi, 1(1), 1-11. https://dergipark.org.tr/tr/pub/fbod/issue/71994/1158016
  • Celeste, M. (2006). Play behaviors and social interactions of a child who is blind: In theory and practice. Journal of Visual Impairment and Blindness, 100(2), 75–90. https://doi.org/10.1177/0145482X0610000203
  • Cosbey, J. E. & Johnston, S. (2006). Using a single-switch voice output communication aid to increase social access for children with severe disabilities in inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 31(2), 144–156. https://doi.org/10.1177/154079690603100207
  • Creswell J.W. & Creswell J. D. (2018). Research design qualitative, quantitative, and mixed methods approaches, Fifth Edition. London: Sage Pub.
  • Davidson, P. & Harrison, G. (2000). The effectiveness of early intervention for children with visual impairments. In M.J. Guralnick (Ed.), The effectiveness of early intervention (pp. 483–495). Baltimore, MD: Paul H. Brookes Publishing.
  • Ferrell, K. A. (2000). Growth and development of young children with visual impairments. In M. C. Holbrook, & A. J. Koenig (Eds.), Foundations of education: (I). History and theory of teaching children and youths with visual impairments (2nd ed., pp. 111-134). New York: AFB Press.
  • Funnell, E. & Wilding, J. (2011). Development of a vocabulary of object shapes in a child with a very-early-acquired visual agnosia: A unique case. The Quarterly Journal of Experimental Psychology, 64(2), 261–282. http://dx.doi.org/10.1080/17470218.2010.498922, PMID: 20680887.
  • Guralnick, M. J. (2005). An overview of the developmental systems model for early intervention. In M. J. Guralnick (Ed.), The developmental systems approach to early intervention (pp. 3-28). Baltimore: Paul H. Brookes Publishing Co.
  • Gürsel, O. (2012). Görme yetersizliği olan öğrenciler. İ. H. Diken (Ed.). Özel eğitime gereksinimi olan öğrenciler ve özel eğitim içinde (ss. 217-249). Ankara: Pegem Akademi.
  • Holte, L., Prickett, J.G., Van Dyke, D.C., Olson, R.J., Knutson, C.L., Knutson, J.F. et al. (2006). Issues in the evaluation of infants and young children who are suspected of or who are deaf-blind. Infants and Young Children, 19(3), 213–227. https://doi.org/10.1097/00001163-200607000-00006
  • Huebner, K. M. (2000). Visual impairment. In M C. Holbrook, & A. J. Koenig (Eds.), Foundations of education second edition volume: history and theory of teaching children and youths with visual impairments (pp. 55-76). USA, New York: AFB.
  • Kızılaslan, A. ve Sözbilir, M. (2018). Görme yetersizliği olan öğrencilerin bilişsel becerileri ve psikolojik deneyimleri üzerine bir derleme. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 31, 29-43. DOI: 10.30794/pausbed.414613
  • Kızılaslan A. & Zorluoğlu, L. (2015). Görme engelli kişileri çevreye yönelik kaygıları, Akademik Sosyal Araştırmalar Dergisi, 3(16), 357-368. https://doi.org/10.30794/pausbed.414613
  • King, G., Lawm, M., King, S., Rosenbaum, P., Kertoy, M. K. & Young, N. L. (2003). A conceptual model of the factors affecting the recreation and leisure participation of children with disabilities. Physical & Occupational Therapy in Pediatrics, 23(1), 63–90. PMID: 12703385.
  • Lieberman, M. (2014, March). Visualizing big data: Social network analysis. In Digital research conference (1-23).
  • MEB (2018). Özel eğitim hizmetleri yönetmeliği. https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=24736&MevzuatTur=7&MevzuatTertip=5 Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage Pub.
  • Mundy, P. & Sigman, M. (2015). Joint attention, social competence, and developmental psychopathology. Developmental psychopathology: Theory and method (pp. 293– 332).
  • Murdoch, H. (2004). Early intervention for children who are deafblind. Educational and Child Psychology, 21(2), 67–79. https://doi.org/10.53841/bpsecp.2004.21.2.67
  • Obiakor, F. E. & Rotatori, A. F. (2015). Critical ıssues in preparing effective early childhood special education teachers for the 21st century classroom: Interdiscipli- nary perspectives. Charlotte, NC: Information Age Publishing
  • Okcu, B., Yazıcı, F. ve Sözbilir, M. (2016). Ortaokul düzeyindeki görme yetersizliği olan öğrencilerin okuldaki öğrenim sürecine dair görüşleri. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 51-83. https://dergipark.org.tr/tr/pub/amauefd/issue/24319/257701
  • Owens, R.E. (2005). Language development: An introduction. (6th edn.). Boston, MA: Pearson/Allyn & Bacon. Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (M. Bütün ve S. B. Demir, Çev. Edt.). Ankara: Pegem Akademi.
  • Peltzer-Karpf, A. (2012). The dynamic landscape of exceptional language development. Strabismus, 20(2), 69–73. http://dx.doi.org/10.3109/09273972.2012.680236 , PMID: 22612355.
  • Roe, J. & Webster, A. (2002). Children with visual impairments: Social interaction, language and learning. London: Routledge.
  • Röder, B., Rösler, F. & Neville, H. (2001). Auditory memory in congenitally blind adults: A behavioural- electrophysiological investigation. Cognitive Brain Research, 11/2, 289– 303. https://doi.org/10.1016/S0926-6410(01)00002-7 .
  • Saunders, K. (2015). Refractive errors, impaired focusing and the need for glasses. In Impairment of vision due to disorders of the visual brain in childhood: A practical approach. (pp. 189-206).
  • Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers college press.
  • Sheppard, L., Frances K. & Aldrich, F.K. (2001). Tactile graphics in school education: perspectives from teachers. Br. J. Vis. Impair. 19(3), 93–97. https://doi.org/10.1177/026461960101900303
  • Skaggs, S. & Hopper, C. (1996). Individuals with visual impairments: A review of psychomotor behavior. Adapted Physıcal Activity Quarterly, 13 (1), 16-26. https://doi.org/10.1123/apaq.13.1.16
  • Soriano, V., ed. (2005). Early Childhood Intervention: Analysis of Situation in Europe, Key Aspect and Recommendations, Summary Report. [Electronic version]. European Agency for Development in Special Needs Education. Retrieved July 8, 2023, from https://www.european-agency.org/resources/publications/early-childhood- intervention-analysis-situations-europe-key-aspects-and
  • Suzette, W. (2008). Guide to designing tactile ıllustrations for children’s books. American Printing House for the Blind. Retrieved from https://www.prcvi.org/media/1124/aphtactilesguide.pdf
  • Swansona, H.L. & Luxenberg, D. (2009). Short-term memory and working memory in children with blindness: Support for a domain general or domain specific system?, Child Neuropsychology, 15/3, 280-294. https://doi.org/10.1080/09297040802524206
  • Şafak, P. (2017). Körsağır (görmeyenişitmeyen) çocukların eğitimi. H. Gürgür & P. Şafak (Eds.), İşitme ve görme yetersizliği içinde (1 bs., s. 238-261). Ankara: Pegem.
  • Tuncer, T. (2003). Görme yetersizliği olan çocuklar [Children with visual impairment]. A. Ataman (Ed.), Özel gereksinimli çocuklar ve özel eğitime giriş [Introduction of special needs children and special education] içinde (ss. 291-292, 297-299). Ankara: Gündüz Eğitim ve Yayıncılık.
  • van Doesum, K. T. M. (2007). An early preventive intervention for depressed mothers and their infants, its efficacy and predictors of maternal sensitivity. Unpublished Ph.D. thesis, Radboud University, Nijmegen, the Netherlands.
  • van Doesum, K. T. M., Hosman, C. M. H., Riksen-Walraven, J. M. A. & Hoefnagels, C. (2007). Correlates of depressed mothers’ sensitivity toward their infants: The role of maternal, child, and contextual characteristics. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 747-756. https://doi.org/10.1097/CHI.0b013e318040b272 .
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (7. Baskı). Ankara: Seçkin Yayıncılık.
  • Zebehazy, K.T. & Wilton. A.P. (2014). Quality, importance, and instruction: The perspectives of teachers of students with visual ımpairments on graphics use by students. J. Vis. Impair. Blind. 108, 1 (January 2014), 5–16. https://doi.org/10.1177/0145482X1410800102
  • Zimmerman, G. J. & Zebehazy, K. T. (2011). Blindness and low vision. Handbook of special education, 247-261. Edition1st Edition First Published Imprint Routledge, eBook ISBN9780203837306.
There are 44 citations in total.

Details

Primary Language Turkish
Subjects Educational Psychology
Journal Section Research Articles
Authors

Pelin Piştav Akmeşe 0000-0001-8269-3899

Necla Işıkdoğan Uğurlu 0000-0002-1795-0470

Nilay Kayhan 0000-0002-0937-8013

Publication Date December 31, 2023
Submission Date November 21, 2023
Acceptance Date December 30, 2023
Published in Issue Year 2023 Volume: 7 Issue: 2

Cite

APA Piştav Akmeşe, P., Işıkdoğan Uğurlu, N., & Kayhan, N. (2023). Görme Yetersizliği Olan Çocuk Annelerinin Özel Eğitim Hizmetlerine İlişkin Görüşlerinin İncelenmesi. Kırklareli Üniversitesi Sosyal Bilimler Dergisi, 7(2), 223-252. https://doi.org/10.47140/kusbder.1394226
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