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Journals / İZÜ Eğitim Dergisi / 2026 / Cilt: 8 Sayı: 1

Supporting Communication Skills in Autism Spectrum Disorder: Parent and Teacher Experiences

Otizm Spektrum Bozukluğunda İletişim Becerilerinin Desteklenmesi: Ebeveyn ve Öğretmen Deneyimleri

Tuğba Sivrikaya(BOLU ABANT İZZET BAYSAL ÜNİVERSİTESİ)0000-0003-0707-1023
Şevval Ay(BOLU ABANT İZZET BAYSAL ÜNİVERSİTESİ)0009-0007-0424-5944
Pages
27–54
Publication Date
2026-06-30
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AI Summary & Key Takeaways

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

The findings revealed that the results were organized under four main themes: (1) communication skills, (2) educational approaches and strategies used, (3) teacher–parent relationship, and (4) systemic mechanisms supporting the development of communication skills.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to examine, in an integrated manner, the views of teachers and parents regarding the support of communication skills in children with autism spectrum disorder.
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Key Findings & Data:The findings revealed that the results were organized under four main themes: (1) communication skills, (2) educational approaches and strategies used, (3) teacher–parent relationship, and (4) systemic mechanisms supporting the development of communication skills.
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Conclusion & Impact:In conclusion, the study emphasizes the importance of establishing ongoing, strong collaboration between school and family, increasing support for teachers and practitioners, and developing holistic approaches that account for the contextual needs of each student to support communication skills effectively.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Otizm spektrum bozukluğu · İletişim becerileri · Okul-aile iş birliği

Abstract

This study aims to examine, in an integrated manner, the views of teachers and parents regarding the support of communication skills in children with autism spectrum disorder. The research was conducted within the qualitative research framework using an interpretative phenomenological design. The study group consisted of eight teachers working in special education practice schools and Guidance and Research Centers, and seven parents of children diagnosed with ASD. Data were collected through semi-structured interviews and demographic information forms, and were analyzed using thematic analysis. The findings revealed that the results were organized under four main themes: (1) communication skills, (2) educational approaches and strategies used, (3) teacher–parent relationship, and (4) systemic mechanisms supporting the development of communication skills. The findings indicate that teacher practices and family contributions play complementary roles in supporting the communication skills of children with ASD; however, various structural and relational challenges may arise during the process. In conclusion, the study emphasizes the importance of establishing ongoing, strong collaboration between school and family, increasing support for teachers and practitioners, and developing holistic approaches that account for the contextual needs of each student to support communication skills effectively.

Özet

Bu araştırmanın amacı, otizm spektrum bozukluğu olan çocukların iletişim becerilerinin desteklenmesine ilişkin öğretmen ve ebeveyn görüşlerini birlikte incelemektir. Araştırma nitel araştırma yaklaşımı kapsamında yorumlayıcı fenomenoloji deseniyle yürütülmüştür. Çalışma grubunu özel eğitim uygulama okullarında ve Rehberlik ve Araştırma Merkezlerinde görev yapan 8 öğretmen ile OSB tanılı çocukların 7 ebeveyni oluşturmaktadır. Veriler yarı yapılandırılmış görüşmeler ve demografik bilgi formları aracılığıyla toplanmış; elde edilen veriler tematik analiz yöntemiyle çözümlenmiştir. Analiz sonucunda bulguların (1) iletişim becerileri, (2) kullanılan eğitsel yaklaşımlar ve stratejiler, (3) öğretmen–ebeveyn ilişkisi ve (4) iletişim becerilerinin gelişimini destekleyen sistemsel mekanizmalar olmak üzere dört ana tema altında toplandığını göstermektedir. Bulgular, OSB olan çocukların iletişim becerilerinin desteklenmesinde öğretmen uygulamaları ile aile katkısının birbirini tamamlayan bir rol üstlendiğini, ancak süreçte çeşitli yapısal ve ilişkisel güçlüklerin de yaşanabildiğini göstermektedir. Sonuç olarak, çalışma iletişim becerilerinin gerçekten desteklenebilmesi için okul ve aile arasında sürekli ve sağlam bir iş birliğinin kurulmasının, öğretmenlere ve uygulayıcılara verilen desteklerin artırılmasının ve her öğrencinin bağlamsal ihtiyaçlarını gözeten bütüncül yaklaşımların geliştirilmesinin önemini vurgulamaktadır.

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Cite This Article

Sivrikaya, T., Ay, Ş. (2026). Supporting Communication Skills in Autism Spectrum Disorder: Parent and Teacher Experiences. İZÜ Eğitim Dergisi, Cilt: 8 Sayı: 1, 27–54. https://doi.org/10.46423/izujed.1902746

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