Aile katılımının genel eğitim sınıflarındaki özel gereksinimli öğrencilerin okuma becerileri ile annelerin ilköğretim okulundan memnuniyetleri üzerindeki etkisi
Özet
The purpose of this study was to examine the effect of family involvement on reading skills of the students with speacial needs in general education classrooms. In the research proceeding it was tried to answer the following questions: 1. Do the involvement levels of mothers whose children with special needs continue their education in general education classes cause any differences on their children?s reading skills? 2. Do the involvement levels of mothers cause any differences on satisfaction with the school their children attend? 3. What are the variables affect the involvement of mothers?The study group comprised of 126 children with special needs continued their education in between second and fifth grade at elementary schools concurrently having individual education at special education schools and their mothers. All students whose diagnoses show variety as autism, attention deficit and hyperactivity disorder, specific learning disability and intellectual disability diagnosed as ?mild intellectual disability? by the university and public hospitals. The data of the research were obtained applying the Information Form, Parent Involvement Questionnaire (PIQ) and Satisfaction Questionnaire (SQ) to mothers and Reading Aloud Test to the children by the researher. Having been done the reliability and validity studies of PIQ and SQ showed that both scales were valid and realiable in assessing the involvement and satisfaction of parents of children with speacial needs.By the analyses it was ensued that the reading achievement of children with speacial needs conitinued their education in meainstream classes differentiated associated with their mothers? involvement. That is to say childrens? reading and comprehension scores improved and fault scores decreased in parallel with increase on their mothers? involvement to their education. Moreover, mother involvement affected their satisfaction with school and program their children attended and the more mothers participated education, the more they got satisfied with them. It was also investigated whether mothers? involvement scores changed according to the variables belonged to mother and children and involvement did not differentiate as regards mother age and child?s diagnosis. With respect to the results of the analyses, however, level of education of mothers?, number of children, income, child?s grade level and gender were the variables affected mothers? involvement. Therefore, the more mothers? level of education and income rised, the more their involvement accelerated and when the number of their children and children?s grade level increased, their participation diminished. On the other hand, mothers who had daughters with speacial needs attended education more than mothers who had sons.Keywords: Parent involvement, Reading Aloud Test, mainstream, reading, satisfaction.