Abstracts
Abstract
This qualitative study examines the communication and language supports available for children in educational environments. By doing this, it also examines the support provided by adults in educational settings for the participation of children with disabilities in educational decision making and the facilitating factors and barriers in children’s participation. This study was conducted with 11 participants, including six teachers, one parent, and four children. The data was analyzed using thematic analysis and the results of the analysis revealed four themes. The outcomes of this research emphasize the impact of varied multidimensional factors involving the individual and their proximal environment.
Keywords:
- communication support,
- participation,
- decision-making,
- disability
Appendices
Bibliography
- Bezmez, D., & Yardimci, S. (2010). In search of disability rights: Citizenship and Turkish disability organizations. Disability and Society, 25(5), 603–615. https://doi.org/10.1080/09687599.2010.489312
- Boujut, E., Dean, A., Grouselle, A., & Cappe, E. (2016). Comparative study of teachers in regular schools and teachers in specialized schools in France, working with students with an autism spectrum disorder: Stress, social support, coping strategies and burnout. Journal of Autism and Developmental Disorders, 46(9), 2874–2889. https://doi.org/10.1007/s10803-016-2833-2
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- Brighouse, H., Ladd, H. F., Loeb, S., & Swift, A. (2016). Educational goods and values: A framework for decision makers. Theory and Research in Education, 14(1), 3–25. https://doi.org/10.1177/1477878515620887
- Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. SAGE.
- Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101(4), 568–586. https://doi.org/10.1037/0033-295X.101.4.568
- Brundle, C. (2023). Facing the challenge of understanding how northern biases and assumptions impact the research process: Considering the researcher positionality in exploring local practice of disability-inclusive education in Uganda. Disability and the Global South, 10(1), 2210–2231. https://dgsjournal.org/vol-10-no-1/
- Cavet, J., & Sloper, P. (2004). Participation of disabled children in individual decisions about their lives and in public decisions about service development. Children & Society, 18(4), 278–290. https://doi.org/10.1002/chi.803
- Chitpin, S. (2021). Understanding decision-making in educational contexts. Emerald. https://doi.org/10.1108/9781800718173
- Christensen, C. (1999). Learning disability: Issues of representation, power and the medicalization of school failure. In R. J. Sternberg & L. Spear-Swerling (Eds.), Perspectives on learning disabilities: Biological, cognitive, contextual (pp. 227–249). Routledge.
- Cook-Sather, A. (2020). Student voice across contexts: Fostering student agency in today’s schools. Theory Into Practice, 59(2), 182–191. https://doi.org/10.1080/00405841.2019.1705091
- Cox, S., & Robinson-Pant, A. (2008). Power, participation and decision making in the primary classroom: Children as action researchers. Educational Action Research, 16(4), 457–468. https://doi.org/10.1080/09650790802445643
- Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE.
- Cuevas-Parra, P. (2023). Multi-dimensional lens to article 12 of the UNCRC: A model to enhance children’s participation. Children’s Geographies, 21(3), 363–377. https://doi.org/10.1080/14733285.2022.2071598
- Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research (5th ed.). SAGE.
- Flutter, J. (2007). Teacher development and pupil voice. The Curriculum Journal, 18(3), 343–354. https://doi.org/10.1080/09585170701589983
- Franklin, A., & Sloper, P. (2006). Participation of disabled children and young people in decision making within social services departments: A survey of current and recent activities in England. British Journal of Social Work, 36(5), 723–741. https://doi.org/10.1093/bjsw/bch306
- Franklin, A., & Sloper, P. (2007). Participation of disabled children and young people in decision-making relating to social care (November). https://www.york.ac.uk/inst/spru/pubs/pdf/decision.pdf
- Franklin, A., & Sloper, P. (2009). Supporting the participation of disabled children and young people in decision-making. Children & Society, 23(1), 3–15. https://doi.org/10.1111/j.1099-0860.2007.00131.x
- Ginja, T. G., & Chen, X. (2023). Conceptualising inclusive education: the role of teacher training and teacher’s attitudes towards inclusion of children with disabilities in Ethiopia. International Journal of Inclusive Education, 27(9), 1042–1055. https://doi.org/10.1080/13603116.2021.1879958
- Hong, S.-Y., Eum, J., Long, Y., Wu, C., & Welch, G. (2020). Typically developing preschoolers’ behavior toward peers with disabilities in inclusive classroom contexts. Journal of Early Intervention, 42(1), 49–68. https://doi.org/10.1177/1053815119873071
- Janta, B., Bruckmayer, M., de Silva, A., Gilder, L., Culora, A., Cole, S., Leenders, E., Schuurman, M., & Hagger-Vaughan, A. (2021, April). Study on child participation in EU political and democratic life: Final report. European Commission.
- Kamenopoulou, L. (2020). Decolonising inclusive education: an example from a research in Colombia. Disability and the Global South, 7(1), 1792–1812. https://dgsjournal.org/vol-7-no-1-2/
- Kamenopoulou, L., & Dukpa, D. (2018). Karma and human rights: Bhutanese teachers’ perspectives on inclusion and disability. International Journal of Inclusive Education, 22(3), 323–338. https://doi.org/10.1080/13603116.2017.1365274
- Kamenopoulou, L., & Goals, S. D. (2018). Inclusive education in the global south? A Colombian perspective: “When you look towards the past , you see children with disabilities, and if you look towards the future, what you see is diverse learners.” Disability and the Global South, 5(1), 1192–1214. https://discovery.ucl.ac.uk/id/eprint/10136429/
- Kesik, F., & Beycioglu, K. (2022). Turkish education policies and practices: Inclusive or exclusionary? International Journal of Inclusive Education, 1–18. https://doi.org/10.1080/13603116.2022.2058625
- Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
- Lundy, L. (2007). “Voice” is not enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33(6), 927–942. https://doi.org/10.1080/01411920701657033
- Lundy, L. (2018). In defence of tokenism? Implementing children’s right to participate in collective decision-making. Childhood, 25(3), 340–354. https://doi.org/10.1177/0907568218777292
- Malacrida, C. (2004). Medicalization, ambivalence, and social control: Mothers’ descriptions of educators and ADD/ADHD. Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine, 8(1), 61–80. https://doi.org/10.1177/1363459304038795
- McNeilly, P., Macdonald, G., & Kelly, B. (2015). The participation of disabled children and young people: A social justice perspective. Child Care in Practice, 21(3), 266–286. https://doi.org/10.1080/13575279.2015.1014468
- Mitra, D. L. (2009). Strengthening student voice initiatives in high schools. Youth & Society, 40(3), 311–335. https://doi.org/10.1177/0044118X08316211
- Nguyen, X. T., Bernasky, T., & Dang, T. L. (2022). Final report: The Transforming Disability Knowledge, Research and Activism (TDKRA) Project. https://doi.org/10.22215/ddsc.2022.301
- Ochoa, T. A., Erden, E., Alhajeri, O., Hurley, E., Lee, K., Ogle, L., & Wang, T. (2017). Disability laws and special education provisions in China, Kuwait, South Korea, Turkey, and the US. International Journal of Special Education, 32(2), 325–354. https://eric.ed.gov/?id=EJ1184133
- O’Farrelly, C., Booth, A., Tatlow-Golden, M., & Barker, B. (2020). Reconstructing readiness: Young children’s priorities for their early school adjustment. Early Childhood Research Quarterly, 50, 3–16. https://doi.org/10.1016/j.ecresq.2018.12.001
- Orsati, F. T., & Causton-Theoharis, J. (2013). Challenging control: Inclusive teachers’ and teaching assistants’ discourse on students with challenging behaviour. International Journal of Inclusive Education, 17(5), 507–525. https://doi.org/10.1080/13603116.2012.689016
- Ruppar, A. L., Neeper, L. S., & Dalsen, J. (2016). Special education teachers’ perceptions of preparedness to teach students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 41(4), 273–286. https://doi.org/10.1177/1540796916672843
- Saaltink, R., Mackinnon, G., Owen, F., & Tardif-Williams, C. (2012). Protection, participation, and protection through participation: Young people with intellectual disabilities and decision making in the family context. Journal of Intellectual Disability Research, 56(11), 1076–1086. https://doi.org/10.1111/j.1365-2788.2012.01649.x
- Sakız, H., & Woods, C. (2015). Achieving inclusion of students with disabilities in Turkey: Current challenges and future prospects. International Journal of Inclusive Education, 19(1), 21–35. https://doi.org/10.1080/13603116.2014.902122
- Skrtic, T. M. (2005). A political economy of learning disabilities. Learning Disability Quarterly, 28(2), 149–155. https://doi.org/10.2307/1593616
- The Ministry of National Education. (2018). Özel Eğitim Hizmetleri Yönetmeliği. https://orgm.meb.gov.tr/meb_iys_dosyalar/2018_07/09101900_ozel_egitim_hizmetleri_yonetmeligi_07072018.pdf
- The Ministry of National Education. (2022). Personnel in-service training regulation. https://www.resmigazete.gov.tr/eskiler/2022/03/20220311-6.htm
- Tisdall, E. K. M., & Cuevas-Parra, P. (2022). Beyond the familiar challenges for children and young people’s participation rights: The potential of activism. International Journal of Human Rights, 26(5), 792–810. https://doi.org/10.1080/13642987.2021.1968377
- Turnpenny, A., & Beadle-Brown, J. (2015). Use of quality information in decision-making about health and social care services: A systematic review. Health & Social Care in the Community, 23(4), 349–361. https://doi.org/10.1111/hsc.12133
- UN Committee on the Rights of the Child. (2009). General comment No. 12: The right of the child to be heard (CRC/C/GC/12). https://digitallibrary.un.org/record/671444?ln=en&v=pdf
- UNICEF ECARO. (2018). Children’s participation in the work of NHRIs. National human rights institutions (NHRIs) series: Tools to support child-friendly practices. https://www.unicef.org/eca/sites/unicef.org.eca/files/2019-02/NHRI_Participation.pdf
- United Nations General Assembly. (1989). Convention on the rights of the child. https://www.unicef.org.uk/wp-content/uploads/2010/05/UNCRC_united_nations_convention_on_the_rights_of_the_child.pdf
- Wickenden, M., & Kembhavi-Tam, G. (2014). Ask us too! Doing participatory research with disabled children in the global south. Childhood, 21(3), 400–417. https://doi.org/10.1177/0907568214525426
- Yeşilkaya, E. (2020). Using the Medical Research Council framework for developing a logic model to support children with visual impairments in their learning environments. British Journal of Special Education, 48(1). https://doi.org/10.1111/1467-8578.12336
- Yu, S., Ostrosky, M. M., & Fowler, S. A. (2015). The relationship between preschoolers’ attitudes and play behaviors toward classmates with disabilities. Topics in Early Childhood Special Education, 35(1), 40–51. https://doi.org/10.1177/0271121414554432