SavedAdd your journal

Journals / Eğitim Bilim Toplum / 2026 / Cilt: 24 Sayı: 95

Earthquake Survivor Families’ Experiences On The Education Process Of Their Children With Special Needs Abstract

Depremzede Ailelerin Özel Gereksinimli Çocuklarının Eğitim Süreçlerine Yönelik Deneyimleri

Ayçelen Küçük Tül(Hatay Mustafa Kemal University)0009-0003-4564-3982
Betül Kaplan(Hatay Mustafa Kemal University)0009-0008-7837-6741
Şeyda Yıldırım Parlak(Hatay Mustafa Kemal University)0000-0002-1139-2447
Pages
261–290
Publication Date
2026-10-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results were discussed in detail based on the relevant literature.In conclusion, it was determined that during this period in which access to education was disrupted, teacher–parent interaction weakened, and that both academic and psychosocial expectations of families during the forced environmental change were not adequately met by local authorities and specialists

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Natural disasters have various impacts on human life.
📊
Key Findings & Data:Although all segments of society are affected by disasters at different levels, some groups become significantly more vulnerable during such processes.
💡
Conclusion & Impact:The results were discussed in detail based on the relevant literature.In conclusion, it was determined that during this period in which access to education was disrupted, teacher–parent interaction weakened, and that both academic and psychosocial expectations of families during the forced environmental change were not adequately met by local authorities and specialists
🔬Design:Araştırma Makalesi
📍Scope:2023 Verileri
⚙️Variables:Afet · Deprem · Özel Gereksinimli Bireyler

Abstract

Natural disasters have various impacts on human life. These impacts manifest across physical, psychological, social, economic, educational, and health dimensions. Although all segments of society are affected by disasters at different levels, some groups become significantly more vulnerable during such processes. In this study, post-earthquake educational processes are addressed through the impacts experienced by individuals with special needs in line with their disabilities.The aim of this study is to gain in-depth insight into the educational processes and daily lives of children with special needs and their families in Hatay province, who were affected by the Kahramanmaraş-centered earthquakes that occurred on February 6, 2023, during and after the disaster period. This study was designed using the phenomenological approach, one of the qualitative research methods, in order to identify the views and expectations of parents of individuals with special needs regarding their children’s educational experiences during the disaster.The participants of the study consist of nine parents of children with special needs who experienced the February 6, 2023 earthquakes in Hatay. The study includes findings obtained through interviews conducted with families affected by the earthquake. As a result of these families’ experiences, the findings were explained under six main themes: educational processes in daily routines, post-disaster educational processes, forced environmental changes after the disaster, post-disaster psychosocial and behavioral changes, support received, and family expectations. The results were discussed in detail based on the relevant literature.In conclusion, it was determined that during this period in which access to education was disrupted, teacher–parent interaction weakened, and that both academic and psychosocial expectations of families during the forced environmental change were not adequately met by local authorities and specialists

Özet

Doğal afetlerin insan hayatına çeşitli etkileri bulunmaktadır. Bu etkiler; fiziksel, psikolojik, sosyal, ekonomik, eğitim ve sağlık boyutlarında kendini göstermektedir. Afetler karşısında toplumun tüm kesimleri farklı düzeylerde etkilenmekteyse de bazı gruplar bu süreçte çok daha kırılgan bir konuma düşmektedir. Bu araştırmada, özel gereksinimli bireylerin yetersizlikleri doğrultusunda yaşadıkları bu etkiler üzerinden deprem sonrası eğitim süreçlerine yer verilmiştir. Bu araştırmanın amacı, 6 Şubat 2023 tarihinde meydana gelen Kahramanmaraş merkezli depremlerden etkilenen Hatay ilindeki özel gereksinimli çocuğu olan ailelerin deprem süreci ve sonrasında çocuklarının eğitim sürecine ve yaşantılarına yönelik derinlemesine bilgi edinmek amaçlanmaktadır. Bu araştırma, afet süresince özel gereksinimli bireylerin ebeveynlerinin çocuklarının eğitim deneyimlerine yönelik görüş ve beklentilerini belirlemek üzere nitel araştırma yöntemlerinden olgubilim (fenomenoloji) ile desenlenmiştir. Araştırmanın katılımcıları Hatay ilinde 6 Şubat 2023 depremini yaşamış olan özel gereksinimli çocuğa sahip dokuz ebeveynden oluşmaktadır. Araştırma depremzede ailelerle yapılan görüşmeler üzerinden elde edilen bulguları içermektedir. Depremzede ailelerin deneyimleri sonucu; rutin yaşantıda eğitim süreçleri, afet sonrası eğitim süreçleri, afet sonrası zorunlu ortam değişimi, afet sonrası psikososyal ve davranışsal değişim, alınan destekler, ailelerin beklentileri olmak üzere 6 ana tema ile açıklanmıştır. Elde edilen sonuçlar ilgili alanyazın temelinde ayrıntılı olarak tartışılmıştır. Sonuç olarak, eğitime erişimin kesintiye uğradığı bu süreçte öğretmen-veli etkileşiminin zayıfladığı, ailelerin zorunlu ortam değişimiyle birlikte yaşadıkları süreçte hem akademik hem de psikososyal beklentilerin yerel yönetim ve uzmanlar tarafından karşılanmadığı saptanmıştır

🔖

Cite This Article

Tül, A. K., Kaplan, B., Parlak, Ş. Y. (2026). Earthquake Survivor Families’ Experiences On The Education Process Of Their Children With Special Needs Abstract. Eğitim Bilim Toplum, Cilt: 24 Sayı: 95, 261–290. https://ajindex.com/articles/1389644

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (31)

  1. Açıkalın Rashem, O., & Aslangiri, F. (2019). Engellilerin afete dirençliliği ve Van’da yerel örgütlenme. Dirençlilik Dergisi, 3(1), 71-83. https://doi.org/10.32569/resilience.543380
  2. Arıca, F., Çakır, C., & Kağnıcı, D. Y. (2023). Kırılgan gruplar özelinde afetlerde psikososyal hizmetler. Journal of Disaster and Risk, 6(1), 176-187. https://doi.org/10.35341/afet.1173165
  3. Aryankhesal, A., Pakjouei, S., & Kamali, M. (2018). Safety needs of people with disabilities during earthquakes. Disaster Medicine and Public Health Preparedness, 12(5), 615-621. https://doi.org/10.1017/dmp.2017.121
  4. Aytıs, S. (2023). Deprem Kavramı, Etkileri ve 6 Şubat 2023 Depremleri Bağlamında Süreçler Üzerinden Bütünsel Değerlendirmeler. Journal of Architectural Sciences and Applications, 8(Special Issue), 567-584. https://doi.org/10.30785/mbud.1287755
  5. Baker, L. R., & Cormier, L. A. (2013). Disaster preparedness and families of children with special needs: A geographic comparison. Journal of Community Health, 38(1), 106–112. https://doi.org/10.1007/s10900-012-9587-3
  6. Beaglehole, B., Mulder, R. T., Frampton, C. M., Boden, J. M., NewtonHowes, G., & Bell, C. J. (2018). Psychological distress and psychiatric disorder after natural disasters: systematic review and meta-analysis. The British journal of psychiatry: the journal of mental science, 213(6), 716-722. https://doi.org/10.1192/bjp.2018.210
  7. Bilik, M. B., & Akdağ, M. (2023). Özel gereksinimli bireyler ve ebeveynleri açısından afet zorlukları: 2011 Van depremi örneği. Afet ve Risk Dergisi, 6(1), 243-256. https://doi.org/10.35341/afet.1233201
  8. Bourke, J.A., Hay-Smith, E.J.C., Snell, D.L., & Schluter, P.J. (2017). Community inclusion of wheelchair users during the long-term recovery phase following the 2010/2011 Canterbury earthquakes. International journal of disaster risk reduction, (23), 169-177. https://doi.org/10.1016/j.ijdrr.2017.05.004
  9. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  10. Castro, C.-P., Sarmiento, J.-P., Edwards, R., Hoberman, G., & Wyndham, K. (2017). Disaster risk perception in urban contexts and for people with disabilities: case study on the city of Iquique (Chile). Nat Hazards, (86), 411-436. https://doi.org/10.1007/s11069-016-2698-x
  11. Doğru, M., & Karataş, K. (2024). Öğretmenlerin bakış açısıyla depremzede öğrencilerin yaşadıkları sorunlar. Journal of Turkic Civilization Studies, 5(2), 261-289. https://dergipark.org.tr/tr/pub/jtcs/issue/88656/1532967
  12. El-Khani, A., Calam, R., Cluver, L., Rakotomalala, S., & Maalouf, W. (2023). Urgent help needed for children affected by the earthquake in Syria and Türkiye. The Lancet Psychiatry, 10(4), 246-247. https://doi.org/10.1016/S2215-0366(23)00060-3
  13. Eroğlu, M., Efendı, G. Y., Temelturk, R. D., & Yaksi, N. (2024). Living on with autism after a devastating earthquake: experiences of children and adolescents in Turkey. International journal of developmental disabilities, 70(4), 766-776. https://doi.org/10.1080/20473869.2023.2301184
  14. Güreşçi, E. (2023). Kahramanmaraş depremi sonrası yeni bir tartışma konusu olarak deprem göçü. İçinde M. Öztürk & M. Kırca (Ed.), Kahramanmaraş merkezli depremler sonrası için akademik öneriler (ss. 53–56). Özgür Yayınları. https://doi.org/10.58830/ozgur.pub99
  15. Masten, A. S., & Narayan, A. J. (2012). Child development in the context of disaster, war, and terrorism: pathways of risk and resilience. Annual review of psychology, (63), 227-257. https://doi.org/10.1146/annurevpsych-120710-100356
  16. Malterud, K., Siersma, V. D., & Guassora, A. D. (2016). Sample size in qualitative interview studies: Guided by information power. Qualitative Health Research, 26(13), 1753–1760. https://doi.org/10.1177/1049732315617444
  17. Morishima, R., Usami, S., Ando, S., Kiyono, T., Morita, M., Fujikawa, S., Araki, T., & Kasai, K. (2020). Living in temporary housing and later psychological distress after the Great East Japan Earthquake of 2011: A cross-lagged panel model. SSM-Population Health, 11(100629). https://doi.org/10.1016/j.ssmph.2020.100629
  18. Nagata, T., & Kimura, R. (2020). Developing a disaster management education and training program for children with intellectual disabilities to improve “zest for life” in the event of a disaster: A case study on Tochigi Prefectural Imaichi Special School for the Intellectually Disabled. Journal of Disaster Research, 15(1), 20–40. https://doi.org/10.20965/jdr.2020.p0020
  19. Özel, Ö., & Ersoy, B. (2023). Depremden etkilenen okul öncesi dönem çocuklarının okula uyum sürecine ilişkin öğretmen görüşlerinin incelenmesi. EKEV Akademi Dergisi (Özel Sayı), 465–481. https://dergipark.org.tr/tr/pub/sosekev/article/1363315
  20. Özer, D. (2024). Psikolojik sağlamlığın stresle başa çıkma üzerindeki etkisi: 6 şubat depremini yaşayan depremzedelere yönelik bir araştırma. Journal of Humanities and Tourism Research, 14(4), 505-523. https://dergipark.org.tr/tr/pub/johut/issue/88591/1546249
  21. Peek, L., & Richardson, K. (2010). In their own words: displaced children’s educational recovery needs after Hurricane Katrina. Disaster Medicine And Public Health Preparedness, (1), 63-70. https://doi.org/10.1001/dmp.2010.10060910
  22. Pfefferbaum, B., & North, C. S. (2008). Children and families in the context of disasters: implications for preparedness and response. The Family Psychologist: Bulletin of The Division of Family Psychology, 24(2), 6-10. https://doi.org/10.1901/jaba.2008.24-6
  23. Raccanello, D., Burro, R., & Hall, R. (2017). Children’s emotional experience two years after an earthquake: An exploration of knowledge of earthquakes and associated emotions. PLOS ONE, 12(12). https://doi.org/10.1371/journal.pone.0189633
  24. Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334–340. https://doi.org/10.1002/1098-240X(200008)23:4%3C334::AID-NUR9%3E3.0.CO;2-G
  25. Şahin, M. (2024). Afetlerde Krize Müdahale: Kahramanmaraş Deprem’inde Aile ve Sosyal Hizmetler Bakanlığının Çalışmaları. Sosyal Sağlık Dergisi, 4(2), 17-50. https://doi.org/10.69514/sosyalsaglik.1474413
  26. Tupper, J., & Karacaoğlu, Ö. C. (2025). Access to information and social solidarity in the 2023 Turkey earthquake: disaster education as citizenship education. Humanities and Social Sciences Communication, 12(386). https://doi.org/10.1057/s41599-025-04707-0
  27. Türk, A. (2022). Deprem Özelinde Engelli Bireylere Duyarlı Afet Yönetimi Modeli. Afet ve Risk Dergisi, 5(1), 61-77. https://doi.org/10.35341/afet.1078869
  28. Türker Yıldırım, Ç., & Eratay, E. (2025). Deprem Sürecinde Özel Gereksinimli Bireyler: Bir Derleme Çalışması. Türk Deprem Araştırma Dergisi, 7(1), 127-138. https://doi.org/10.46464/tdad.1548587
  29. Yarımkaya, E., & Bakkaloğlu, H. (2024). Experiences of parents of individuals with intellectual disabilities after the 2023 Kahramanmaraş earthquakes in Türkiye: A phenomenological study. International Journal of Developmental Disabilities, 1–15. https://doi.org/10.1080/20473869.2024.2363009
  30. Yıldırım, S. (2024). 6 Şubat depremi sonrasında manevi danışmanlık hizmetleri: Kırşehir örneği. Cumhuriyet İlahiyat Dergisi, 28(2), 547–570. https://doi.org/10.18505/cuid.1516398
  31. Beaglehole, B., Mulder, R. T., Frampton, C. M., Boden, J. M., NewtonHowes, G., & Bell, C. J. (2018). Psychological distress and psychiatric disorder after natural disasters: systematic review and meta-analysis. The British journal of psychiatry: the journal of mental science, 213(6), 716-722. https://doi.org/10.1192/bjp.2018.210