Analyzing guidance and placement procedures of primary school children with hearing impairment in inclusion settings

The aim of this research is to examine the guidance and placement procedures of primary school children with hearing impairment in inclusion settings by Guidance and Research Centers (GRC). Designed descriptively, this study is composed of semi-structured interviews conducted with 14 experts and 6 families. All data has been subjected to inductive analysis. The results of analyses have revealed 6 themes based on expert opinions and 8 themes based on family opinions. Findings have indicated that experts and families have positive opinions concerning the education children with hearing impairment receive in inclusion settings. However, a comparison of opinions stated by experts and families has shown that experts believe that GRCs bear a significant role in referral for inclusion settings and families are a major shareholder/partner in this process whereas families are unaware of the role that GRCs have in this process and they are in need of further information. Specialists at GRCs group the problems they encounter during this process into three; general problems within Special Education Services in the province of Eskisehir; differences and inconsistencies between legal regulations and practice; and more importantly, problems experienced in inclusion settings and GRCs. While the families in this research have noted that they mostly need to be informed about the GRCs in detail, experts have suggested increasing co-operation and improving educational assessment procedure. According to research results, a functional and practical manual can be developed in order to inform families, experts, and other shareholders/partners about how things work. Besides, endeavors to enhance professional qualities of the personnel in charge of guidance and placement procedures at GRCs should be extended. Setting solid referral criteria for the placement of children with hearing impairment in inclusion settings may systemize the guidance process. In addition, further research may be conducted as case studies with a broader scope where the researcher acts as a participant and children can be monitored. This research has been completed with 6 families and experts working in GRCs only in Eskisehir. Based on the findings, one may suggest designing quantitative research studies with more families in order to examine how guidance and placement procedures for inclusion settings function at GRCs in Turkey in general, which in turn would shed more light onto the effectiveness of guidance and placement procedures for inclusion. Key Words: Inclusion settings, students with hearing impairment, Guidance and Research Center, Guidance, Placement.