Family centered approach practices in diagnosis and education processes of children with disabilities
Children and Youth Services Review, cilt.191, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 191
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.childyouth.2026.109265
- Dergi Adı: Children and Youth Services Review
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Child Development & Adolescent Studies, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), Psycinfo, Public Affairs Index, Social Sciences Abstracts, Academic Search Ultimate (EBSCO), Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: Educational diagnosis, Family involvement, Family-centered approach, IEP, Medical diagnosis, Special education
- İstanbul Medipol Üniversitesi Adresli: Evet
Özet
This study focuses on how parents experience parental involvement, information sharing, and participation in decision-making during the medical diagnostic, educational diagnostic, and special education processes of children with disabilities. A qualitative descriptive design was adopted, and interviews were conducted with 16 parents residing in the northwestern region of Türkiye. Findings are categorized into three sections and presented under three models: the medical diagnostic process, the educational diagnostic process, and the special education process. The results indicate that parental involvement across these processes is limited and that procedures are predominantly expert-driven. Although Turkish laws and regulations mandate parental participation, their implementation often does not align with these requirements. The study highlights limited meaningful collaboration between professionals and families during the diagnostic and educational processes. The findings underscore the need to establish specific standards for family-centered practices in Türkiye to ensure that parents are adequately informed, meaningfully involved in relevant processes, and able to collaborate effectively with professionals. Such improvements are essential for enhancing the quality of education and support provided to children with disabilities.