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Experiences of Parents of Children with Special Needs in the Process of Receiving Reports from Guidance and Research Centers

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Title: Experiences of Parents of Children with Special Needs in the Process of Receiving Reports from Guidance and Research Centers
Language: English
Authors: Alper Gülay (ORCID 0000-0002-5818-8478), Emre Cumali (ORCID 0000-0001-8330-4138), Damla Cumali (ORCID 0000-0002-6681-0124)
Source: International Journal of Contemporary Educational Research. 2024 11(3):337-353.
Availability: International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: 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
Geographic Terms: Turkey
ISSN: 2148-3868
Abstract: 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
Accession Number: EJ1449215
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1449215
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  Data: Experiences of Parents of Children with Special Needs in the Process of Receiving Reports from Guidance and Research Centers
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Alper+Gülay%22">Alper Gülay</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5818-8478">0000-0002-5818-8478</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emre+Cumali%22">Emre Cumali</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8330-4138">0000-0001-8330-4138</externalLink>)<br /><searchLink fieldCode="AR" term="%22Damla+Cumali%22">Damla Cumali</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6681-0124">0000-0002-6681-0124</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Contemporary+Educational+Research%22"><i>International Journal of Contemporary Educational Research</i></searchLink>. 2024 11(3):337-353.
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  Data: International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
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  Data: Y
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  Data: 17
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Role%22">Parent Role</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Problems%22">Testing Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Testing%22">Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Culture+Fair+Tests%22">Culture Fair Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Diagnosis%22">Educational Diagnosis</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+School+Relationship%22">Parent School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Programs%22">Testing Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2148-3868
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2024
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  Data: EJ1449215
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 337
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Parent Role
        Type: general
      – SubjectFull: Parents
        Type: general
      – SubjectFull: Testing Problems
        Type: general
      – SubjectFull: Testing
        Type: general
      – SubjectFull: Culture Fair Tests
        Type: general
      – SubjectFull: Test Reliability
        Type: general
      – SubjectFull: Educational Diagnosis
        Type: general
      – SubjectFull: Parent School Relationship
        Type: general
      – SubjectFull: Testing Programs
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: Experiences of Parents of Children with Special Needs in the Process of Receiving Reports from Guidance and Research Centers
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          Name:
            NameFull: Alper Gülay
      – PersonEntity:
          Name:
            NameFull: Emre Cumali
      – PersonEntity:
          Name:
            NameFull: Damla Cumali
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            – D: 01
              M: 01
              Type: published
              Y: 2024
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              Value: 2148-3868
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              Value: 11
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            – TitleFull: International Journal of Contemporary Educational Research
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