Mother’s Participation in Literacy Education of Children with Special Learning Disability: A Draft Training Program

Abstract

The aim of this study is to propose a draft education program for mothers to support the participation of mothers in the literacy education process of children with special learning disability and to examine the results of the application by applying the draft program. Qualitative data collection methods such as interview, observation, researcher diary was used in the study, which was designed as a program development research. The participants of the study were determined by using criterion sampling, one of the purposive sampling methods and four children with special learning disability are their mothers and teachers. In the analysis of the obtained data, descriptive analysis was performed using the MAXQDA qualitative data analysis program. In order to ensure validity and reliability in the study; data diversity, expert review, long-term interaction, purposive sampling and detailed description methods were used. The content of the draft mother education program involves special learning disabilities, teaching principles, literacy, preparation for literacy, teaching reading and writing. The lectures as a teaching strategy was adopted in the mother education program. Question-answer, discussion, narration, case study and role playing methods were used as instructional methods. In the evaluation dimension of the program, the process evaluation and total evaluation activities were included. At the end of each teaching session there were evaluation activities such as open-ended questions, gap filling, accurate-false marking, fishbone, diagnostic branched tree, self-evaluation. Based on the participant's statements in the study, the draft of the mother education program; It is thought that mothers have positive contributions in terms of cooperation with the teacher, better communication with the child and the teacher, and having their child do homework/repeat at home. In addition, the participating teachers stated that there were positive changes in the motivation of mothers and children, and that mothers took a more active role and responsibility in the education of their children. Based on the observation findings, it is thought that the draft mother education program has positive reflections on mother-child literacy studies.