SavedAdd your journal

Journals / Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi / 2025 / Cilt: 25 Sayı: 4

Examination of the Implementation Process of Early Childhood Education Services for Children Aged 0–36 Months with Support Needs

0-36 Aylık Destek Gereksinimi Olan Çocuklar İçin Erken Çocukluk Eğitim Hizmetlerinin Uygulama Sürecinin İncelenmesi

Hatice Ulu Aydın, İlknur Çifci Tekinarslan

Pages
2259–2285
Publication Date
2025-12-15
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗

Abstract

Early childhood is a critical stage in child development and forms the foundation of early intervention practices. Special education provided during this period plays a decisive role in maximizing children’s developmental potential and supporting their participation in society. Understanding the effects of the educational services offered and ways to improve them is of great importance in enhancing the quality of education. This study examined the implementation process of early childhood education services provided by the Ministry of National Education for children aged 0–36 months with developmental characteristics. Using a case study design and criterion sampling, six educators working in a special education kindergarten were included in the research. Data were collected through semi-structured interviews, observations, and documents. The research findings were organized under three main themes: educators’ perspectives, the physical environment and program implementation, and the programs used. The findings revealed a lack of appropriate physical environments for program implementation, insufficient instructional hours despite the importance of the program, and families experiencing emotional challenges. Although the educators preferred to use natural and errorless teaching methods as well as play- and song-based teaching methods, it was determined that they did not implement these methods sufficiently. The study proposed several recommendations for the organization of suitable physical environments and the effective implementation of educational services.

Özet

Erken çocukluk dönemi, çocuk gelişiminde kritik bir aşama olup erken müdahale uygulamalarının temelini oluşturmaktadır. Bu dönemde verilen özel eğitim, çocukların gelişim potansiyellerini en üst düzeye çıkarmada ve topluma katılımlarını desteklemede belirleyici bir rol oynamaktadır. Sunulan eğitim hizmetlerinin etkilerini ve geliştirilme yollarını anlamak, eğitimin niteliğini artırmada büyük bir önem taşımaktadır. Bu araştırmada, Millî Eğitim Bakanlığının 0–36 aylık farklı gelişimsel özellikleri olan çocuklara yönelik erken çocukluk eğitimi hizmetlerinin uygulama süreci incelenmiştir. Araştırmada durum çalışması yöntemi ve ölçüt örnekleme kullanılarak bir özel eğitim anaokulunda çalışan altı eğitimci araştırmaya dahil edilmiştir. Veriler, yarı yapılandırılmış görüşmeler, gözlemler ve dokümanlar aracılığıyla elde edilmiştir. Araştırma bulguları eğitimcilerin görüşleri, fiziksel ortam ve programın işleyişi ve kullanılan programlar olmak üzere üç ana başlık altında oluşturulmuştur. Bulgular, programın yürütülmesi için uygun fiziksel ortam eksikliği, programın önemine rağmen uygulama saatlerinin yetersizliği ve ailelerin duygusal zorluklar yaşadığını göstermiştir. Bulgularda, eğitimcilerin doğal ve yanlışsız öğretim yöntemlerini ve oyun ve şarkı temelli öğretim yöntemlerini kullanmayı tercih ettiği görülmekle birlikte belirtilen yöntemleri yeterince uygulamadıkları belirlenmiştir. Araştırmada uygun fiziksel ortamların düzenlenmesi ve eğitim hizmetlerinin uygulanmasına yönelik çeşitli öneriler sunulmuştur.

Keywords
🔖

Cite This Article

Aydın, H. U., Tekinarslan, İ. Ç. (2025). Examination of the Implementation Process of Early Childhood Education Services for Children Aged 0–36 Months with Support Needs. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 25 Sayı: 4, 2259–2285. https://doi.org/10.17240/aibuefd.2025..-1676573

📄 Full Text PDF Viewer

References (93)

  1. Abed, M. & Shackelford, T. (2022). The importance of providing play and learning materials for children with physical disabilities in saudi arabia: the perceptions of parents. International Journal of Environmental Research and Public Health, 19(5), 2986. https://doi.org/10.3390/ijerph19052986
  2. Ahmetoğlu, E., Acar, İ., & Aşık-Öztürk, M. (2018). Turkish early childhood educators’ perceptions of child development and education in the preschool years. Us-China Education Review B, 8(1). https://doi.org/10.17265/2161-6248/2018.01.003
  3. Andromeda, A., Hartini, N., & Suryanto, S. (2023). The journey full of emotions: parents’ experiences in raising children with cerebral palsy. Journal of Icsar, 7(2), 330. https://doi.org/10.17977/um005v7i22023p330
  4. Ansari, A., Pianta, R., Whittaker, J., Vitiello, V., & Ruzek, E. (2019). Starting early: the benefits of attending early childhood education programs at age 3. American Educational Research Journal, 56(4), 1495-1523. https://doi.org/10.3102/0002831218817737
  5. Apostolou, Z. & Stellakis, N. (2020). Educational Role of Language Journal, 2019-2(2), 101-112. https://doi.org/10.36534/erlj.2019.02.09
  6. Ar, Ö. F., Şen, M., & Melekoğlu, M. (2022). Erken çocuklukta özel eği̇ti̇mde ai̇leni̇n rolü. Trakya Eğitim Dergisi, 12(2), 637-646. https://doi.org/10.24315/tred.916749
  7. Arzeen, N., Irshad, E., Arzeen, S., & Shah, S. (2020). Stress, depression, anxiety, and coping strategies of parents of intellectually disabled and non-disabled children. Journal of Medical Sciences, 28(4), 380-383. https://doi.org/10.52764/jms.20.28.4.17
  8. Bahri, N., Sterrett, K., & Lord, C. (2022). Risk factors and pivotal periods: marital status over 28 years for parents of individuals with autism. MedRxiv, 2022-02. https://doi.org/10.1101/2022.02.28.22271595
  9. Bhavnani, S., Estrin, G., Arora, R., Kumar, D., Kakra, M., Vajaratkar, V., … & Divan, G. (2021). “I was confused … and still am” barriers impacting the help-seeking pathway for an autism diagnosis in urban north india: a mixed methods study. Journal of Autism and Developmental Disorders, 52(4), 1778-1788. https://doi.org/10.1007/s10803-021-05047-z
  10. Bakkaloğlu, H. (2013). Ebeveynlerin gözüyle özel gereksinimli çocukların erken müdahaleden okul öncesi programlara geçiş süreci. Eğitim ve Bilim, 38(169), 311- 327.
  11. Bakkaloğlu, H., Sucuoğlu, B., & Yılmaz, B. (2019). Okul öncesi kaynaştırma sınıflarının kalitesi: Yordayıcı değişkenler [Quality of inclusive preschool classrooms: Predictive variables]. Eğitim ve Bilim, 44(199), 223-238. https://doi.org/10.15390/EB.2019.7839
  12. Bakkaloğlu, H. (2020). Erken çocukluk özel eğitiminde temel konular [Basic issues in early childhood special education]. Ankara Üniversitesi Açık Ders Notları. https://acikders.ankara.edu.tr/course/view.php?id=6384
  13. Başkale, H. (2016). Nitel araştırmalarda geçerlik, güvenirlik ve örnekleme değerlendirmenin incelemesi. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 9(1), 23-28.
  14. Biber, K. & Ural, O. (2016). Portage erken eğitim programının 5–6 yaş çocuklarının gelişimleri ile aile katılım düzeyleri üzerindeki etkisi. Eğitimde Kuram ve Uygulama, 12(6), 1181-1204.
  15. Blossom, J., Ginsburg, G., Birmaher, B., Walkup, J., Kendall, P., Keeton, C., … & Albano, A. (2013). Parental and family factors as predictors of threat bias in anxious youth. Cognitive Therapy and Research, 37(4), 812-819. https://doi.org/10.1007/s10608-012-9513-0
  16. Britto, P., Lye, S., Proulx, K., Yousafzai, A., Matthews, S., Vaivada, T., … & Bhutta, Z. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91-102. https://doi.org/10.1016/s0140-6736(16)31390-3
  17. Büyüköztürk Ş., Kılıç-Çakmak, E., Akgün Ö. E., Karadeniz, Ş. & Demirel F. (2023) Eğitimde bilimsel araştırma yöntemleri. (s. 180-223). Pegem Akademi.
  18. Cameron, R. J. (1996). Early intervention for young children with developmental delay: the Portage approach. Child: Care, Health And Development, 23(1), 11-27. https://doi.org/10.1046/j.1365- 2214.1997.838838.x
  19. Castro, A., Oliveira, F., Novaes, M., & Ferreira, D. (2013). Behavior guidance techniques in pediatric dentistry: attitudes of parents of children with disabilities and without disabilities. Special Care in Dentistry, 33(5), 213-217. https://doi.org/10.1111/scd.12022
  20. Casey, P., Jadva, V., Blake, L., & Golombok, S. (2013). Families created by donor insemination: father–child relationships at age 7. Journal of Marriage and Family, 75(4), 858-870. https://doi.org/10.1111/jomf.12043
  21. Chemerilova, I. (2021). Psychological and pedagogical difficulties of parents raising children with disabilities in terms of inclusive practice. ТРНиО, 75(4), 165-168. https://doi.org/10.18411/lj-07-2021-160
  22. Chen, W., Liu, X., Huang, Z., Guo, C., Feng, F., Zhang, Y., … & Liang, S. (2023). Autistic clinical profiles, age at first concern, and diagnosis among children with autism spectrum disorder. Frontiers in Psychiatry, 14. https://doi.org/10.3389/fpsyt.2023.1211684
  23. Cho, S. J., Singer, G. H., & Brenner, M. (2000). Adaptation and accommodation to young children with disabilities: A comparison of Korean and Korean American parents. Topics in Early Childhood Special Education, 20(4), 236-249. https://doi.org/10.1177/027112140002000404
  24. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
  25. Coussens, M., Vitse, F., Desoete, A., Vanderstraeten, G., Waelvelde, H. V., & Velde, D. V. d. (2021). Participation of young children with developmental disabilities: parental needs and strategies, a qualitative thematic analysis. BMJ Open, 11(4), e042732. https://doi.org/10.1136/bmjopen-2020-042732
  26. Crane, L., Chester, J., Goddard, L., Henry, L., & Hill, E. (2015). Experiences of autism diagnosis: a survey of over 1000 parents in the united kingdom. Autism, 20(2), 153-162. https://doi.org/10.1177/1362361315573636
  27. Çankaya, S. & Kuzu, A. (2018). Effectiveness of mobile skill teaching software for parents of individuals with intellectual disability. International Education Studies, 11(3), 1. https://doi.org/10.5539/ies.v11n3p1
  28. Daniels, A. & Mandell, D. (2013). Explaining differences in age at autism spectrum disorder diagnosis: a critical review. Autism, 18(5), 583-597. https://doi.org/10.1177/1362361313480277
  29. Demirkasımoğlu, N. (2020). Ni̇tel araştirma geleneği̇nde ni̇cel göstergeleri̇n kullanimi ve genellenebi̇li̇rli̇k üzeri̇ne bi̇r değerlendi̇rme. Pamukkale University Journal of Social Sciences Institute. https://doi.org/10.30794/pausbed.801464
  30. Diken, H. İ., Bayhan, P., Turan, F., Sipal, F. R., Sucuoglu, B., Ceber-Bakkaloglu, H., Gunel, M. K., & Kaya-Kara, O. (2012). Early childhood intervention and early childhood special education in Turkey within the scope of the developmental system approach. Infants & Young Children, 25(4), 346-353. https://doi.org/10.1097/IYC.0b013e318268541d
  31. Dhuey, E. (2011). Who benefits from kindergarten? evidence from the introduction of state subsidization. Educational Evaluation and Policy Analysis, 33(1), 3-22. https://doi.org/10.3102/0162373711398125
  32. Dunlap, L. L. (2005). An introduction to early childhood special education: Birth to age five. Peason Education.
  33. Er-Sabuncuoğlu, M., & Diken, I. H. (2010). Early childhood intervention in Turkey: Current situation, challenges and suggestions. International Journal of Early Childhood Special Education, 2(2), 149-160. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.664.1213&rep=rep1&type=pdf#page=78
  34. Ferguson, P. M. (2002). A place in the family: An historical interpretation of research on parental reactions to having a child with a disability. The Journal of Special Education, 36(3), 124-131. https://doi.org/10.1177/00224669020360030201
  35. Gianni, M.L., Picciolini, O., Ravasi, M., Gardon, L., Vegni, C., Fumagalli, M. & Mosca, F. (2006). The effects of an early developmental mother—child intervention program on neurodevelopment outcome in very low birth weight infants: A pilot study. Early Human Development, 82, 691-695. https://doi.org/10.1016/j.earlhumdev.2006.01.011
  36. Golombok, S., Blake, L., Casey, P., Román, G., & Jadva, V. (2012). Children born through reproductive donation: a longitudinal study of psychological adjustment. Journal of Child Psychology and Psychiatry, 54(6), 653-660. https://doi.org/10.1111/jcpp.12015
  37. Golombok, S., Readings, J., Blake, L., Casey, P., Mellish, L., Marks, A., … & Jadva, V. (2011). Children conceived by gamete donation: psychological adjustment and mother-child relationships at age 7. Journal of Family Psychology, 25(2), 230-239. https://doi.org/10.1037/a0022769
  38. Gottfried, M. (2015). Can center-based childcare reduce the odds of early chronic absenteeism? Early Childhood Research Quarterly, 32, 160-173. https://doi.org/10.1016/j.ecresq.2015.04.002
  39. Gottfried, M. (2018). Are today’s students with disabilities more likely to attend full-day kindergarten or part-day kindergarten? analysis of two cohorts of students and their teachers. Exceptional Children, 85(1), 28-45. https://doi.org/10.1177/0014402918782621
  40. Gözün- Kahraman, Ö., Ceylan, Ş.& Korkmaz, E. (2016). 0-3 yaş arası çocukların gelişimsel değerlendirmelerinin bazı değişkenler açısından incelenmesi. Mersin Üniversitesi Sağlık Bilimleri Dergisi, 9 (2) , 60-69 https://dergipark.org.tr/tr/pub/mersinsbd/issue/24537/259938
  41. Guralnick, M. J. (2010). Early intervention approaches to enhance the peer-related social competence of young children with developmental delays: A historical perspective. Infants and Young Children, 23(2), 73-83. https://doi.org/10.1097/IYC.0b013e3181d22e14
  42. Güleç-Aslan, Y. (2008). Otistik çocuklar için davranışsal eğitim programı (Oçidep) ev uygulaması sürecinin ve sonuçlarının incelenmesi (Yayın No.229414) [Doktora tezi, Anadolu Üniversitesi]. YÖK. https://tez.yok.gov.tr/UlusalTezMerkezi/
  43. Güleç-Aslan, Y., Kırcaali-İftar, G., & Uzuner, Y. (2009). Otistik çocuklar için davranışsal eğitim programı (OÇİDEP) ev uygulamasının bir çocukla incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 10(01), 1-25.
  44. Habayeb, S., Inge, A., Eisenman, E., Godovich, S., Lauer, M., Hastings, A., … & Godoy, L. (2024). Short report: integrated evaluations for autism spectrum disorder in pediatric primary care clinics. Autism, 29(1), 259-264. https://doi.org/10.1177/13623613241260800
  45. Hakovirta, M., Meyer, D., & Skinner, C. (2021). Child support in shared care cases: do child support policies in thirteen countries reflect family policy models?. Social Policy and Society, 21(4), 542-559. https://doi.org/10.1017/s1474746421000300
  46. Holzinger, D., Dall, M., Sanduvete‐Chaves, S., Saldaña, D., Moscoso, S. C., & Fellinger, J. (2020). The impact of family environment on language development of children with cochlear implants: a systematic review and meta-analysis. Ear and Hearing, 41(5), 1077-1091. https://doi.org/10.1097/aud.0000000000000852
  47. Hussain, A., John, J., Dissanayake, C., Frost, G., Girdler, S., Karlov, L., … & Eapen, V. (2022). Sociocultural factors associated with detection of asd among culturally and linguistically diverse communities in australia. https://doi.org/10.21203/rs.3.rs-2136713/v1
  48. Jashar, D., Brennan, L., Barton, M., & Fein, D. (2016). Cognitive and adaptive skills in toddlers who meet criteria for autism in dsm-iv but not dsm-5. Journal of Autism and Developmental Disorders, 46(12), 3667-3677. https://doi.org/10.1007/s10803-016-2901-7
  49. Jeoung, B. (2019). Study of the relationships between the health condition, caring in terms of health practice behavior on quality of life of parents of children with developmental disabilities. Journal of Exercise Rehabilitation, 15(6), 826-831. https://doi.org/10.12965/jer.1938736.368
  50. Jones, W., Klaiman, C., Richardson, S., Aoki, C., Smith, C., Minjarez, M., … & Klin, A. (2023). Eye-tracking–based measurement of social visual engagement compared with expert clinical diagnosis of autism. Jama, 330(9), 854. https://doi.org/10.1001/jama.2023.13295
  51. Kahraman, Ö. G. & Kılınç, N. (2023). Sosyoekonomik açıdan dezavantajlı küçük çocuklara yönelik erken müdahale programlarının i̇ncelenmesi: sistematik derleme çalışması. Kalem Uluslararasi Egitim ve Insan Bilimleri Dergisi. https://doi.org/10.23863/kalem.2023.260
  52. Kartal, H. (2007). Erken çocukluk eğitimi programlarından Anne-Çocuk Eğitim Programı’nın altı yaş grubundaki çocukların bilişsel gelişimlerine etkisi. Elementary Education Online, 6(2), 234248. https://dergipark.org.tr/tr/pub/ilkonline/issue/8604/107171
  53. Kentrou, V., Veld, D., Mataw, K., & Begeer, S. (2018). Delayed autism spectrum disorder recognition in children and adolescents previously diagnosed with attention-deficit/hyperactivity disorder. Autism, 23(4), 1065-1072. https://doi.org/10.1177/1362361318785171
  54. Keleş, O. (2019). Okul öncesi dönemde erken müdahale programları kapsamında bir kaynaştırma/bütünleştirme uygulamasına ilişkin durum çalışması. [Doktora tezi, Çukurova Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  55. Kimura, M. & Yamazaki, Y. (2013). The lived experience of mothers of multiple children with intellectual disabilities. Qualitative Health Research, 23(10), 1307-1319. https://doi.org/10.1177/1049732313504828
  56. Koegel, L., Koegel, R., Ashbaugh, K., & Bradshaw, J. (2013). The importance of early identification and intervention for children with or at risk for autism spectrum disorders. International Journal of Speech-Language Pathology, 16(1), 50-56. https://doi.org/10.3109/17549507.2013.861511
  57. Landi, I., Giannotti, M., Venuti, P., & Falco, S. (2019). Maternal and family predictors of infant psychological development in at‐risk families: a multilevel longitudinal study. Research in Nursing & Health, 43(1), 17-27. https://doi.org/10.1002/nur.21989
  58. Madi, S., Mandy, A., & Aranda, K. (2019). The perception of disability among mothers living with a child with cerebral palsy in saudi arabia. Global Qualitative Nursing Research, 6. https://doi.org/10.1177/2333393619844096
  59. Majnemer, A. (1998). Benefits of early intervention for children with developmental disabilities. In Seminars in Pediatric Neurology 5(1), 62-69.
  60. Martinez, J. I., Lau, A. S., Chorpita, B. F., & Weisz, J. R. Research Network on Youth Mental Health. (2017). Psychoeducation as a mediator of treatment approach on parent engagement in child psychotherapy for disruptive behavior. Journal of Clinical Child & Adolescent Psychology, 46(4), 573-587.
  61. Masulani-Mwale, C., Kauye, F., Gladstone, M., & Mathanga, D. (2018). Prevalence of psychological distress among parents of children with intellectual disabilities in malawi. BMC Psychiatry, 18(1). https://doi.org/10.1186/s12888-018-1731-x
  62. Masulani-Mwale, C., Kauye, F., Gladstone, M., & Mathanga, D. (2019). Development of a psycho-social intervention for reducing psychological distress among parents of children with intellectual disabilities in malawi. Plos One, 14(2), e0210855. https://doi.org/10.1371/journal.pone.0210855
  63. Merriam, S., B. (1998). Qualitative research and case study applications in education. Revised and expanded from" case study research in education. Jossey-Bass Publishers, 350 Sansome St, San Francisco, CA 94104.
  64. Merideth, C., Cavanaugh, B., Romas, S., Ralston, N., Arias, E., Tarasawa, B., … & Waggoner, J. (2021). Family perceptions of participating in a structured summer kindergarten transition program. Early Childhood Education Journal, 50(8), 1383-1394. https://doi.org/10.1007/s10643-021-01268-0
  65. Millî Eğitim Bakanlığı (MEB). (2018). Özel eğitime ihtiyacı olan bireyler için (0-36 ay) erken çocukluk özel eğitim öğretim programı. https://orgm.meb.gov.tr/meb_iys_dosyalar/2018_10/09145213_Erkencocukluk.pdf Erişim tarihi: 15.06.2023
  66. Miles, M. B. & Huberman, A. M. (1994). An exped sourcebook: Qualitative data analysis. Thousand Oaks, CA: SAGE Publications, Inc.
  67. Mushtaq, A., Inam, A., & Abiodullah, M. (2015). Attitudes of parents towards the behavioural management of their children with intellectual disability. Disability CBR & Inclusive Development, 26(3), 111. https://doi.org/10.5463/dcid.v26i3.439
  68. Neuman, D. (2014). Qualitative research in educational communications and technology: A brief introduction to principles and procedures. Journal of Computing in Higher Education, 26, 69-86.
  69. Niedbalski, J. (2022). Ordinary parenting: parents of children with disabilities in the context of disability stigma and pride. Journal of Intellectual Disabilities, 27(3), 648-670. https://doi.org/10.1177/17446295221100037
  70. Norizan, A. & Shamsuddin, K. (2010). Predictors of parenting stress among malaysian mothers of children with down syndrome. Journal of Intellectual Disability Research, 54(11), 992-1003. https://doi.org/10.1111/j.1365-2788.2010.01324.x
  71. Odom, S. L. & Wolery, M. (2003). A unified theory of practice in early intervention/early childhood special education: Evidence-based practices. The Journal of Special Education, 37(3), 164173. https://doi.org/10.1177/00224669030370030601
  72. Odom, S. L., Boyd, B. A., Hall, L. J., & Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Development Disorder, 40, 425-436. https://doi.org/10.1007/s10803-009-0825-1
  73. Özkan, U. B. (2023). Doküman i̇nceleme yönteminde geçerlik ve güvenirlik: eğitim bilimleri araştırmaları bağlamında kuramsal bir i̇nceleme. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (56), 832-848. https://doi.org/10.53444/deubefd.1258867
  74. Park, H. (2021). “I kept questioning it in the first 6th months”: the process of aac acceptance in parents of children with complex communication needs. Communication Sciences & Disorders, 26(1), 120-136. https://doi.org/10.12963/csd.21801
  75. Pieterse, M., Treolar, R., Cairns, S., Uther, D., & Brar, E. (1985). Küçük Adımlar gelişimsel geriliği olan çocuklara yönelik erken eğitim programı. (G. Kırcaali-iftar, Çev.Editörü). Daktylos.
  76. Posar, A. & Visconti, P. (2022). Early motor signs in autism spectrum disorder. Children, 9(2), 294. https://doi.org/10.3390/children9020294
  77. Sarıca, S. N. B. (2014). The small steps early intervention program course for paraprofessionals: what paraprofessionals have to say. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, 47(1), 377-396. https://doi.org/10.1501/egifak_0000001331
  78. Senemoğlu, N. (2018). Gelişim öğrenme ve öğretim kuramdan uygulamaya. (26.baskı). Anı Yayıncılık.
  79. Sheridan, S., Knoche, L., Edwards, C., Bovaird, J., & Kupzyk, K. (2010). Parent engagement and school readiness: effects of the getting ready intervention on preschool children's social–emotional competencies. Early Education and Development, 21(1), 125-156. https://doi.org/10.1080/10409280902783517
  80. Spadafora, N., Reid‐Westoby, C., Pottruff, M., Wang, J., & Janus, M. (2022). From full day learning to 30 minutes a day: a descriptive study of early learning during the first covid-19 pandemic school shutdown in ontario. Early Childhood Education Journal, 51(2), 287-299. https://doi.org/10.1007/s10643-021-01304-z
  81. Sucuoğlu, N. B., Sarıca, A. D., Bakkaloğlu, H., & Keçeli-Kaysılı, B. (2014). Paraprofesyoneller için küçük adımlar erken eğitim programı kursu: Kursiyerler ne söylüyor? Journal of Faculty of Educational Sciences, 47(1), 377-396.
  82. Taggart, L., Taylor, D., & McCrum-Gardner, E. (2010). Individual, life events, family and socio-economic factors associated with young people with intellectual disability and with and without behavioural/emotional problems. Journal of Intellectual Disabilities, 14(4), 267-288. https://doi.org/10.1177/1744629510390449
  83. Tercan, H. & Bayhan, P. (2020). Erken müdahale kapsamında taranan 0-72 aylık çocuklarda gelişimsel gecikmelerin dağılımı. Karadeniz Sosyal Bilimler Dergisi, 12(22), 25-37. https://doi.org/10.38155/ksbd.676455
  84. Tomris, G. (2019). Down sendromlu çocuğu olan ebeveynlere yönelik geliştirilen doğal öğretime dayalı erken müdahale (DÖDEM) programının ebeveyn ve çocukları üzerindeki etkililiği (Yayın No.542844) [Doktora tezi, Anadolu Üniversitesi]. YÖK. https://tez.yok.gov.tr/UlusalTezMerkezi/
  85. Tomris, G. & Çelik, S. (2021). Erken çocukluk özel eğitimi: Kuramsal ve yasal temeller, Dünya’daki ve Türkiye’deki son eğilimler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(1), 243-269. https://doi.org/10.21565/ozelegitimdergisi.748893
  86. Türkkent, E., & Özer, M., (2023). Özel eğitime ihtiyacı olan bireyler için (0-36 ay) erken çocukluk özel eğitim öğretim programı: ebeveynlerin program ve sürece yönelik deneyimlerin incelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 304-331. https://doi.org/10.33711/yyuefd.1184757
  87. Wahyuni, S., Purnamasari, A., Said, F., Nambiar, N., & Rusba, K. (2024). The relationship between the role of parents and self-esteem to acceptance parents with mentally retarded children in extraordinary school bf mandara kendari indonesia. The Malaysian Journal of Nursing, 15(03), 106-112. https://doi.org/10.31674/mjn.2024.v15i03.013
  88. Wang, P., Michaels, C., & Day, M. (2010). Stresses and coping strategies of chinese families with children with autism and other developmental disabilities. Journal of Autism and Developmental Disorders, 41(6), 783-795. https://doi.org/10.1007/s10803-010-1099-3
  89. Wildenger, L. & McIntyre, L. (2012). Investigating the relation between kindergarten preparation and child socio-behavioral school outcomes. Early Childhood Education Journal, 40(3), 169-176. https://doi.org/10.1007/s10643-012-0509-x
  90. Yazçayır, G., Önel, Y., Akkaya, G., & Semiz, Y. E. (2022). Erken çocukluk özel eğitim programlarına ilişkin eğitmenlerin deneyimlerinin incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 35(3), 699-721. https://doi.org/10.19171/uefad.1165334
  91. Yazıcı, D. N. (2018). Keyhole erken müdahale programının ebeveyn ve çocuk çıktıları üzerindeki etkisi. [Doktora tezi, Hacettepe Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  92. Yıldırım, A. & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
  93. Zulfiana, U., Fathurrahman, A., Normalasari, N., & Milah, W. (2024). Disaster mitigation for students with intellectual disabilities. Kne Social Sciences. https://doi.org/10.18502/kss.v9i5.15162