Family-based educational supports for children with visual and multiple disabilities: an ecological and social model perspective
Children and Youth Services Review, cilt.189, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 189
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.childyouth.2026.109184
- Dergi Adı: Children and Youth Services Review
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Child Development & Adolescent Studies, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), Psycinfo, Public Affairs Index, Social Sciences Abstracts, Academic Search Ultimate (EBSCO), Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: Ecological and social model, Educational supports, Visual and multiple disabilities
- Akdeniz Üniversitesi Adresli: Evet
Özet
This study explores how families of children aged 0–8 with visual and multiple disabilities provide instructional support within the home environment. Grounded in Bronfenbrenner’s Ecological Systems Theory and the Social Model of Disability, the study emphasizes that children’s development is shaped by dynamic interactions between individual, familial, and societal systems. Using a qualitative design with semi-structured interviews conducted with 12 parents, the research employs thematic analysis to uncover how families adapt educational practices to meet their children’s sensory, cognitive, and motor needs. The findings reveal five central themes: (1) educational supports provided at home, (2) the ımpact of educational support provided at home, (3) collaboration with stakeholders, (4) challenges encountered and support needs, and (5) recommendations for educational support provided at home. The findings demonstrate that families actively engage in individualized and play-based teaching methods, frequently adapting the home environment to foster learning, independence, and participation. However, they face significant challenges due to limited access to professional guidance, inadequate physical conditions, and emotional strain associated with caregiving. The study underscores that effective intervention for children with visual and multiple disabilities requires an integrated approach that strengthens family–school collaboration and addresses broader social and environmental barriers. In this context, it contributes to the limited Turkish literature by offering a multidimensional framework for developing inclusive, family-centered educational strategies that align with both ecological and social perspectives on disability.