Kaynaştırma Eğitimine Devam Eden Koklear İmplantlı Öğrencilerin Ebeveynlerinin Kaynaştırmaya İlişkin Memnuniyetlerinin İncelenmesi

Abstract

In this study, in order to provide quality and equal education opportunities to children with cochlear implantation, it is aimed to investigate the meaning of integration programs for families, the problems in practice, the factors affecting the success of the applications; and the relation between those affects above and the variables known to enhance the quality of educationthat are determined by searching literature. In this direction, the parents of 50 children aged between 7 and 12 years, who use cochlear implant at the primary and secondary education levels in Ankara, continue their integration and follow up at the Department of Audiology of the Faculty of Health Sciences of Hacettepe University; a Demographic Information Form and the Requirements and Determination Questionnaire for Parents whose Cochlear Implant using Child Continuing to Integration Programes (KESGEB-IK) was applied. The hypothesis that parents' satisfaction is related to variables that are used at the Demographic İnformation Form which was designed by the resercher were investigated.. When the results of the research were examined, it was found that the satisfaction of the parents of the children with cochlear implant who were continuing the mainstreaming training reached to the meaningful results (p <0,05) in relation to the variables related to the gender of the child, the age of diagnosis, classroom availability and other disabled children in class; the gender of parents, age, occupation, educational status, presence of other hearing-impaired children; variables such as the biological age of the child, the use of hearing aids, cochlear implant surgery age and duration of use, the length of cochlear implant use during the day, the number of years continued to coalesce, and whether special education has been continued did not appear to have any significant effect on parental satisfaction with the cohort education (p > 0,05).