'Pegem Akademi Yayincilik Egitim Danismanlik Hizmetleri'
Abstract
Introduction:This paper embarks on findings of an empirical research investigating the influence of learning disabilities (LD) on the lives of pupils with LD and their mothers. The study was undertaken in Turkey. There were two major goals. First, the study aimed to compare quality of life (QoL) of pupils with LD with their peers whohad not been diagnosed with any type of disabilities. Secondly, the relationship between pupils’ and their mothers’ perceptions of their own QoL was investigated.Method and results:This research employed a quasi-experimental study design. 240 pupils participated in the study and their ages ranged between 8 and 16. 120 of the students had been identified with LD and the remaining half constituted the control group. Data regarding QoL of pupils were collected from themselves, theirparents and teachers. Perceptions of quality of life of the pupils and their mothers were assessed via two questionnaires: KINDL-R and WHOQOL-BREF, respectively. The sample in both groups matched in socioeconomic status, age, gender and maternal education.Findings related to QoL of pupils showed that all domains of life, including self-esteem, school functioning, friend and family relations and, physical and psychological well-being were perceived significantly lower by the pupils with LD compared to their peers. What is more, parents and teachers of pupils with LD alsodisplayed negative opinions towards the QoL of their children/pupils. As for the finding concerning QoL of mothers, findings displayed significant relationships between the QoL of children and their mothers, suggesting that having a child with LD might be a reason for lowered perceptions for mothers concerningtheir own QoL. These findings are consistent with the literature showcasing the negative influence of LD on pupils’ and their family members, especially their mothers’ lives (e.g., Mellard & Patterson, 2008: Sideridis, 2007: Torgesen & Wong, 1986).Implications: In Turkey, recognition of LD has been recent and processes of identifying and educating students with LD still lack sophistication. However, there have been advancements in terms of improving the conditions of these students and responding better to their educational needs. Within this movement, counselorsassume critical roles and give important decisions as illustrated below.Firstly, counselors working in Guidance and Research Centers (GRC) assume the role of conducting educational diagnosis and giving decisions on the placement of students with LD. However, concerns about these processes still exist because the assessment and placement processes are not always contributing tothe overall attempt to provide these students with better education and a more supporting environment.At this point counselors need to be equipped with adequate technical and conceptual knowledge about psychological assessment in general, and assessment of LD in particular. Necessary degree, pre-service and in-service training regarding assessment should be given to counselor trainees and current counselors working in GRCs and schools.Secondly, school counselors in Turkey provide counseling sessions for students with LD and their families. In these sessions, the quality of the therapeutic intervention is important. The ultimate goal of the counseling process can be to help students with LD develop strategies which they can use to direct their own behavior and maximize their positive educational outcomes. In addition, the counseling process should realize the influence of families and teachers by aiming to facilitate constructive interaction among children, their parents and teachers. An approach targeting the entire system is known to be more influential thanstudent-focused approaches.All in all, our study findings show that students with LD in Turkey have difficulties in many aspects of their life. We argue that the powerful role of counselors can be an advantage for these students and their families when they conduct robust assessments with a holistic view and provide counseling with a systemic understanding.ReferencesBronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge: MA Harvard University Press.Mellard, D., & Patterson, M. B. (2008). Contrasting adult literacy learners with and without specific learning disabilities. Remedial & Special Education, 29, 133–144.Sideridis, G. D. (2007). International approaches to learning disabilities: More alike or more different? Learning Disabilities Research & Practice, 22, 210–215.Stone, A., & Wertsch, J. W. (1984). A social interactional analysis of learning disabilities remediation. Journal of Learning Disabilities, 17, 194-199.Torgesen, J. K., & Wong, B. L. (1986). Psychological and educational perspectives on learning disabilities. London: Academic Press. Inc.Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Mass.: Harvard University Press
