İşitme kayıplı çocukların eğitimine aile katılımının çocuğun dil gelişimini hızlandırdığı uzun yıllardan beri bilinmekte ve sözel eğitimi benimseyen programlarda aile eğitimi özel bir yer tutmaktadır. Ailelerle çalışmak, eğitimci açısından çocuklarla çalışmaktan daha farklı becerilere sahip olmayı gerektirmektedir. Eğitimci, çocukla değil anne-baba ile çalışmakta, dolayısıyla “öğrenme-öğretme” ilişkisi yetişkinler arasında kurulmaktadır. Bu bağlamda yetişkin öğrenmesini açıklayan bazı kavramlar, öğretmenlerin anne-babalarla yaptıkları çalışmalara ışık tutarak, eğitim uygulamalarını yeniden düzenlemelerine yardımcı olabilir. Bu nedenle bu çalışmada, yetişkin eğitiminde kullanılan bazı tanımlar ve bunların aile merkezli uygulamalarla ilgisi açıklanmaya çalışılmıştır
For many years it is known that parents’ involvement in the education of children with hearing loss accelerates the language development of the child and parent education has a special place in programs that maintain verbal education. Working with parents in a good collaborative relationship requires certain skills different than working with children. As the educator works with parents “learning-teaching” relation is formed among the adults. In this respect certain concepts in adult learning may help teachers to evaluate and reconsider their education practices. Therefore this study aims to describe some basic concepts in adult education and their relations to family centered practices
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