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Abstract


EXAMINING THE DIAGNOSIS PROCESS OF CHILDREN WITH SPECIFIC LEARNING DISABILITIES FROM THE PERSPECTIVE OF THE FAMILY VIEWS
Families take an active role in every step of the diagnosis process of children with special learning difficulties (SLD). In this process, many variables such as the level of support provided by families, the quality of the support provided, the problems encountered, and the quality of cooperation with field experts and health personnel are important for children with specific learning disabilities. Therefore, the aim of this study is to examine the identification process of children with special learning disabilities according to family views. For this purpose, the data were analyzed in three stages as pre-diagnosis, diagnosis and post-diagnosis in order to deal with the diagnosis process in more detail. The study group of the research, which was designed with the phenomenology model, which is one of the qualitative research methods, consists of 25 families with children with SLD. Research data were collected through semi-structured interviews with families. Descriptive analysis was used in the analysis of the data. As a result of the study, before the diagnosis, teachers were indifferent towards children at risk of SLD; some of the results obtained are that they have difficulties in getting an appointment for the test during the diagnosis process, and that the families cannot find a suitable institution for their children in the post-diagnosis process. In line with these results, it has been suggested to provide in-service training to teachers, to increase the number and quality of the personnel involved in the diagnosis process, to improve the coordination between the RAM and health institutions, to provide both psychological support and training to families.

Keywords
Specific learning disability, diagnosis, educational evaluation, educational evaluation and diagnosi


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