Where are we in family-centered intervention? Parental experiences of DHH children

There are global initiatives aimed at improving the quality of Family-Centered Early Education (FCEE) for deaf and hard-of-hearing (DHH) children and their parents. This study aims to examine the FCEE practices provided to parents of DHH children aged 0–3 in Türkiye based on parental experiences. Employing a sequential explanatory mixed methods design, data were collected from 268 parents in the quantitative phase and 10 in the qualitative phase through the FCEE-DHH Survey, semi-structured interviews, and information form. Descriptive analyses were conducted, with qualitative findings elaborating on the quantitative results. Findings were categorized into four dimensions: information, guidance, intervention, and assessment. Results indicated that parents primarily relied on internet sources and peer networks to address informational needs. For guidance, limited access to psycho-social support and a lack of attention to parents’ emotional needs were reported. Intervention practices were predominantly child-centered with minimal parental involvement. The absence of a systematic assessment led to unrealistic expectations regarding children’s development. These results underscore the need for comprehensive, interdisciplinary FCEE programs in Türkiye supported by legal frameworks and integrated service policies.

Keywords: deaf and hard-of-hearing children, early intervention, family-centered early education, parent education