The development of an integrated process model family education program (IPMD-F) for families of children with reading difficulties: An action research"

This study was designed to systematically identify the problems experienced by families of children with reading difficulties, and to develop and implement a comprehensive process-based family education program aimed at addressing these needs. Conducted using a community-based participatory action research approach, the study followed a four-stage process with participants: obtaining general information in the first stage, identifying needs and developing an action plan in the second stage, implementing the developed Integrated Process-Based Family Education Program (IPMD-F) in the third stage, and evaluating the program and process in the final stage. The research was conducted with 16 parents at a private education and rehabilitation center in Ankara during the 2023-2024 academic year. Data were collected using specially developed qualitative and quantitative data collection tools. Quantitative data were analyzed using the SPSS 23 package program with paired group t-tests, while qualitative data were evaluated using thematic analysis. Findings, conceptualized from the perspective of personal empowerment theory, a holistic approach, and neurodiversity, demonstrated that parents of children with reading difficulties were able to develop a holistic perspective, enhance parent-child communication, and develop coping strategies through the implemented education program. Evaluations of the program and process indicated its success in practice. This study emphasizes that IPMD-F could be a significant resource for children and families with reading difficulties and dyslexic features, highlighting the need for broader implementation of such programs. Keywords: Reading Difficulty, Dyslexia, Family Education Program, Neurodiversity, Holistic Approach