Okul öncesi ve ilkokul dönemindeki işitme kayıplı çocukların ev ve okul dışı ortamlardaki iletişim sorunlarının incelenmesi

AYŞE ERKAYA

Okul öncesi ve ilkokul dönemindeki işitme kayıplı çocukların ev ve okul dışı ortamlardaki iletişim sorunlarının incelenmesi

Thesis Type: Postgraduate

Institution Of The Thesis: Anadolu University, EĞİTİM BİLİMLERİ ENSTİTÜSÜ, ÖZEL EĞİTİM ANABİLİM DALI, Turkey

Approval Date: 2018

Thesis Language: Turkish

Student: AYŞE ERKAYA

Supervisor: Murat Doğan

Open Archive Collection: AVESIS Open Access Collection

Abstract:

The objective of research is to determine communication problems that are experienced by pre-school and elementary school aged children with hearing loss in social environments other than home and school and to identify solution strategies of mothers in this issue. The method of the research is mixed methods and concurrent transformational design. This design is used to comprise 91 mothers for questionnaire and 22 mothers for semi-structured interviews as participants. Data collection tools of research are Questionnaire for Determining Communication Problems of Children (ÇISBA) and semi-structured interviews. Quantitative data are analyzed using IBM SPSS 22.0, whereas qualitative data are analyzed manually and by means of induction. Analyses have led to five fundamental themes: Interaction settings offered by family, social communication process, problems experienced in communication process, practices to address communication problems, advice for other families regarding communication problems. This research indicates that children with hearing loss are having communication problems due to hearing loss, social and emotional issues in communication, and problems such as avoiding from communication. These communication problems may result from the child itself and also from the community's perspective of individuals with disabilities. As solution to communication problems, mothers with children who suffer hearing loss have made medical, educational, social suggestions and given emotion management advice to other families, emphasizing their need for family education. In conclusion, the following are crucial to avoid possible communication problems: early diagnosis, instrumentation, beginning of early intervention programs along with special education and parent guidance. Key Words: Hearing loss, Social interaction, Communication issues, Communicational advice, Mixed methods.