European Journal of Special Education Research ISSN: 2501 - 2428 ISSN-L: 2501 - 2428 Available on-line at: www.oapub.org/edu DOI: 10.46827/ejse.v6i2.3253 Volume 6 │ Issue 2 │ 2020 THE COMMUNICATION BETWEEN PARENTS WITH SPECIAL NEEDS CHILDREN AND THEIR TYPICALLY DEVELOPING CHILDREN IN TURKEY M. Abdulbaki Karaca1i, Erkan Efilti2 1Research Assistant, Necmettin Erbakan University, Special Education Department, 42090 Konya, Turkey 2Associate Professor, Necmettin Erbakan University, Special Education Department, 42090 Konya, Turkey Abstract: In Turkey, whereas there are a number of studies which examine the communication of parents with their typically developing children, there are limited studies which examine the communication of parents with special needs children with their typically developing children. Therefore, the main purpose of this study is to investigate the communication of parents with special needs children with their typically developing children. 295 parents who have both mentally disabled and typically developing children participated in the study in the 2019-2020 academic year. The data in the study were obtained by using the Parent-Child Communication Scale (PCCS) developed by Kahraman (2016). The scale consisting of 27 items contains 5 sub-dimensions and explains .54,3 of the total variance. For the overall reliability, the Cronbach’s alpha was .865. The data were analyzed by using the statistical techniques included in the SPSS program to analyze the data collected through the scale. There are two main objectives in the study: to explore the communication of parents with special needs children with their typically developing children in terms of various variables, and relationship between perception of problem- solving and unobstructed listening, open to share, respect-acceptance and sensitivity, which are among to the subscales of PCCS. As a result of the research, it was revealed that there was a significant difference between the genders, ages, education status, disability status of their special needs children and their monthly income levels of parents with special needs children and their communication levels with their typically i Correspondence: email [email protected] Copyright © The Author(s). All Rights Reserved. © 2015 – 2019 Open Access Publishing Group 86 M. Abdulbaki Karaca, Erkan Efilti THE COMMUNICATION BETWEEN PARENTS WITH SPECIAL NEEDS CHILDREN AND THEIR TYPICALLY DEVELOPING CHILDREN IN TURKEY developing children. As the perception of problem-solving increased in the communication of parents with special needs children with their typically developing children. However, there was no correlation between the perception of problem-solving and unobstructed listening skills of parents with special needs children with their typically developing children. Keywords: communication, special needs individuals, typically developing children, parents 1. Introduction Parents play an important role in the healthy development of children. Wholesome families are defined as families where the needs of all individuals are properly met and all family members enjoy being members of that family (Özgüven, 2001). It is among the responsibilities of the parents to guide their children in the establishment of a facilitator, mediator, adaptive and protective system for talents and potentials of their children. Parents also need to develop their talents of children, ensure their socialization, help their children in meeting their needs, establish a physical and mental environment necessary for the well-being of the family, and establish effective communication with their children (Akbaba, 2010; Kut, 1994; Çıkılı ve Karaca, 2017; Karaca ve Sarı, 2017). In order to develop positive self-perception among children, it is important that family members have good relationships among themselves and that parents have a reassuring and tolerant approach towards their children (Körükçü, 2004; Tuzcuoğlu, 2004). It was revealed that adequate or inappropriate parent-child relationships were caused by many events that negatively affect children's psychological development and lead to their own social adjustment disorder (Eminoğlu, 2007; Yavuzer, 2010). It is known that the most suitable environment for the physical and mental development of children since their birth is family. Parents are primarily responsible for the physical, psychological and mental development of their children, and taking various roles and responsibilities in society. When a child has special needs, the responsibility of the parents increases even more (Özşenol et al., 2003). Due to the development and differentiation of the parent-child relationship through various interactions (Pridham et al., 2010), parents need to get observable feedback by initiating observable interactions with their children. Accordingly, Cornell and Grossberg (1987) found that parents must communicate effectively with their children for them to adapt to the family. Effective communication leads to high self- confidence, low anxiety and solidarity among family members. The fact that parents express their feelings correctly in their communication with their children makes a great contribution to the positive interaction between family members. (Karness and D'llio, 1988). It is important for parents to make efforts to improve their communication attitudes with their children, to perceive the contributions made by each member to the family, and to involve the children in family decisions for a healthy parent-child European Journal of Special Education Research - Volume 6 │ Issue 2 │ 2020 87 M. Abdulbaki Karaca, Erkan Efilti THE COMMUNICATION BETWEEN PARENTS WITH SPECIAL NEEDS CHILDREN AND THEIR TYPICALLY DEVELOPING CHILDREN IN TURKEY communication (Clark, 2013). Parents express what they want or do not want from their children through communication. These emotions form the basis of the child's relationships with family members, his/her attitudes towards other individuals, objects and all life, his/her attitudes and behaviors adopted (Kalkınç, 2008 and Yavuzer, 2002). There are basic psychological needs that must be met from birth of mentally handicapped children and their typically developing siblings. Effective communication attitudes of parents with their children is among the basic needs of children. Children whose such basic needs are not met and neglected for various reasons begin to feel ashamed of their own existence. In the first year, the child's physical health, character, adaptation, and affection and support from the family play an essential role in his/her growing (Özmert, 2006). In the process of a typical child being born, it causes many changes and difficulties for the family to get used to. If the born child is disabled, it may cause disruption to the usual situations and relationships in family life. It is stated that this situation causes various negativities and differences in the family (Küçüker, 2001). It is known that the siblings of special needs children experience many different situations compared to the siblings of typically developing children. Parents generally spend less time with typically developing children at home because of taking more effort and time to care for a special needs child (İçmeli, 2008; Whitman, 2004). Having a special needs child brings along various difficulties regardless of the child's disability. These difficulties can be listed as psychological state, financial situation, educational background, socio-cultural conditions, relationships and communication with family and social environment (Dönmez et al., 2000). The reasons for such negativities can be listed as follows: ‘stress caused by a child with special needs in the family’, ‘physical, material and psychological problems’, ‘having siblings with special needs in the family’, ‘roles taken by the parents of special needs child’, ‘families unable to communicate effectively with professionals’, and ‘negative reactions from family members, friends and other people’. It is known that these negativities faced by parents cause deterioration of relationships in the family. Researches revealed that these negativities affected the family relationship and often cause leaving home, divorces, suicides and alcohol addiction (Eripek, 1993; Evcimen, 1996; Damiani, 1999). It is common to see that parents who learn that they have special needs children review their life goals and postpone or cancel many things they want to do. Unwholesome family functions before the child is born can further increase the negative impact on the family (Özşenol et al., 2003). When parents for the first time find out that they have a special needs child, emotions such as shock, desperation, and denial that parents experience are replaced by extreme sadness, psychological breakdown, depression, and sense of pity. These feelings negatively affect families emotionally. It was observed that this shock of the families affected the typically developing children (Erkan, 1991). The additional responsibilities brought by the special needs individuals to the family life may negatively affect the economic situation of the family, many parents show European Journal of Special Education Research - Volume 6 │ Issue 2 │ 2020 88 M. Abdulbaki Karaca, Erkan Efilti THE COMMUNICATION BETWEEN PARENTS WITH SPECIAL NEEDS CHILDREN AND THEIR TYPICALLY DEVELOPING CHILDREN IN TURKEY an increased level of anxiety, depression and low self-esteem and this affects the family communication (Girli et al., 2000). It is stated that some of the typically developing children who have special needs siblings may experience avoidance behaviors and give up trying to get their parents’ attention (Siegel, 2002). However, it has been emphasized that these children are at great risk for depression. Therefore, parents with special needs children and typically developing children should be able to communicate properly with them. In order to prevent the emergence of these expressed mechanisms, parents with special needs children should be able to communicate properly to be aware of the needs of typically developing children (Vardarcı, 2011; Siegel, 2002). The importance of parents' problem- solving perceptions is emphasized in this respect (Çam, 2016). 1.1 Purpose of the Study The positive or negative reactions of parents play a key role in the development of personalities of children (Shapiro, 2010). Accordingly, parents of special needs children must bring up their typically developing children with the awareness that they are as important as special needs children. Since the social dimension of special needs individuals is evaluated in the society, this phenomenon seems to be related to communication, which is also a social process. Due to the increased stress situations with the mentally disabled children in the family, children whose words are ignored, whose ideas are not allowed to be expressed or who are constantly criticized when expressed can be introvert, insecure, grumpy and aggressive (Koçak, 2010). The presence of a special needs child in the family is perceived as a situation that affects the lives, perceptions, thoughts and behaviors of all family members. The siblings of special needs children can experience different experiences compared to the siblings of typically developing children. Parents are often worried about spending less time with their typically developing children at home since the care of the special needs child is very demanding. However, in the literature, researches on this topic are not very common (Whitman, 2004). In this respect, it is essential to examine the relationship of parents with special needs children with their typically developing children. When the literature was examined, it was seen that the importance of problem- solving perception in the family communication was emphasized (Mathews et al., 1986). Conditions such as poor communication attitudes of parents with their children, less sharing with their children, and having less active and less attachment negatively affect the child's development (Rimm & Lowe, 1988; Çağlar, 2004). The researches emphasize that parents must be respectful, participative to share their feelings and thoughts, and take a sensitive and accepting approach to their child's various problems to establish balanced and effective communication with their children (Aral, Kandır & Yaşar, 2003; as cited in Afat, 2013). Bingham (1998) defines the problem that it occurs as a result of a situation that contains known or ambiguous elements. The fact that these elements are completely unknown prevents the individual's sensitivity to existing problems. In this respect, European Journal of Special Education Research - Volume 6 │ Issue 2 │ 2020 89 M. Abdulbaki Karaca, Erkan Efilti THE COMMUNICATION BETWEEN PARENTS WITH SPECIAL NEEDS CHILDREN AND THEIR TYPICALLY DEVELOPING CHILDREN IN TURKEY effective problem-solving perception serves as a vital coping mechanism in reducing the negative effect of emotional stress as well as eliminating the preventing effect of personal and interpersonal problems (Aslan, 2001). McMaster Family Functions Model suggests that problem-solving perception is among the family functions (as cited in Bulut, 1990). Given its role in preventing inter-individual problems, effective problem-solving must be among the skills that parents of special needs children must have. Eskin (2018) stated that it was not possible to reach a proper conclusion without researching the reasons behind the individual's avoidance of problems. For this reason, it is necessary to examine the general opinions, feelings, thoughts, and perceptions about the problems of individuals before giving guidance about them (Eskin, 2018, p. 274). Therefore, this study will also examine the relationship between parents' problem solving perceptions and their sensitivities, respect and acceptance, open to sharing and unobstructed listening, which are among the sub-dimensions of the Parent-Child Communication Scale (PCCS). The literature review showed that there were several studies about the difficulties that parents encountered on their special needs children (Ludlow et al., 2012; Altug- Özsoy et al., 2006; Bıçak, 2009; Nuri, 2017), stress and anxiety levels of parents with special needs children (Altındağ-Kumaş & Sümer, 2019; Avşaroğlu & Gilik, 2017) and communication attitudes of parents and their special needs children (Kochanska & Aksan, 2004; Doğan et al., 2016; Ceyhun et al., 2015; Siller & Sigman, 2002; Bakkaloğlu & Sucuoğlu, 2000). However, no previous research has investigated the communication attitudes of parents with special needs children with their typically developing children. The purpose of this study is to explore the communication attitudes of parents with special needs children with their typically developing children. With this purpose in mind, the following research questions were investigated in the study: 1) Is there a significant difference between genders of the parents with special needs children and their communication attitudes with their typically developing children? 2) Is there a significant difference between ages of the parents with special needs children and their communication attitudes with their typically developing children? 3) Is there a significant difference between educational status of the parents with special needs children and their communication attitudes with their typically developing children? 4) Is there a significant difference between the disability status of special needs children and their communication attitudes of parents with their typically developing children? 5) Is there a significant difference between the monthly income level of the family of special needs children and communication attitudes of the parents with their typically developing children? 6) Is there a significant difference between the family type of special needs children and the communication attitudes of the parents with their typically developing children? European Journal of Special Education Research - Volume 6 │ Issue 2 │ 2020 90 M. Abdulbaki Karaca, Erkan Efilti THE COMMUNICATION BETWEEN PARENTS WITH SPECIAL NEEDS CHILDREN AND THEIR TYPICALLY DEVELOPING CHILDREN IN TURKEY 7) Is there a significant correlation between the problem solving perception levels of parents with special needs children and their sensitivities, respect and acceptance, openness to sharing and unobstructed listening which are among the subscales of the Parent-Child Communication Scale (PCCS). 2. Method In this section of the study, which is conducted to examine the communication attitudes of parents with special needs children with their typically developing children, information on the research model, study group, data collection tool and data analysis were included. 2.1. Research Method In this study, relational survey model was used since it was aimed to examine the communication attitudes of parents with special needs children with their typically developing children. It describes a situation that exists before or still exists. It aims to explore the existence or degree of change between two or more variables. It investigates the existence and degree of significance between two or more variables (Karasar, 2006). 2.2. Study Group Table 1: Demographics of Parents Genders Female Male N % N % Age 25-32 18 90,0% 2 10,0% 33-39 56 83,6% 11 16,4% 40-47 113 72,0% 44 28,0% 48-55 26 66,7% 13 33,3% 55 and over 6 50,0% 6 50,0% Educational Status Primary School 111 80,4% 27 19,6% Secondary School 46 80,7% 11 19,3% High School 33 62,3% 20 37,7% University 29 61,7% 18 38,3% Disability Status of Mentally Disabled 94 70,1% 40 29,9% Their Children Autism 54 87,1% 8 12,9% Hearing Impaired 43 78,2% 12 21,8% Visually Impaired 28 63,6% 16 36,4% Monthly Income 1200-2400 TL 110 74,8% 37 25,2% 2400-3600 TL 79 75,2% 26 24,8% 3600-4800 TL 30 69,8% 13 30,2% Number of Family Members 3 People 15 71,4% 6 28,6% 4 People 73 76,0% 23 24,0% 5 People 98 72,6% 37 27,4% 6 or more 33 76,7% 10 23,3% European Journal of Special Education Research - Volume 6 │ Issue 2 │ 2020 91 M. Abdulbaki Karaca, Erkan Efilti THE COMMUNICATION BETWEEN PARENTS WITH SPECIAL NEEDS CHILDREN AND THEIR TYPICALLY DEVELOPING CHILDREN IN TURKEY 295 parents with special needs children participated in the study that 219 of them are females and 76 of them are males. Demographic information about the age of the parents, their educational status, disability status of their special needs children, monthly income and the number of family members were given above (Table 1). 2.3 Data Collection The data obtained in the study were obtained by using the Parent-Child Communication Scale (PCCS) developed by Kahraman (2016). The scale consisting of 27 items contains 5 sub-dimensions and explains .54,3 of the total variance. A Five-point Likert-type scale was used: ‘1’ Always, ‘2’ Often, ‘3’ Sometimes, ‘4’ Rarely and ‘5’ Never. The lowest score is 27, and the highest score is 135 from the scale. Low scores indicate that parents have a high level of communication attitudes with their children. For the overall reliability, the Cronbach’s alpha was .865. The alpha values of the 5 subscales were .762 for problem- solving, .842 for open to sharing, .768 for respect-acceptance, .769 for sensitivity and .703 for unobstructed listening. The results indicated that the scale could be used to measure the communication levels of parents with their children. 2.4. Data Analysis The data were analyzed by using the statistical techniques included in the SPSS program to analyze the data collected through the scale. The independent samples t-test was used to determine whether there is any correlation between genders of parents and communication levels with their children. The one-way analysis of variance (ANOVA) is used to determine whether there are any statistically differences among genders, ages, educational status, disability status of special needs children and monthly incomes of parents, the number of family members, and communication attitudes of parents with their typically developing children. The Tukey’s test was used to test differences among sample means for significance. The Pearson’s correlation coefficient analysis was used to assess the correlation between the problem-solving perception and open to sharing and respect-acceptance. The multiple regression analysis was used to determine which of its subscales predict. 3. Results In this section of the study, the findings obtained from the statistical analysis of the data collected for the purpose and sub-objectives and the comments of these findings were included. In Table 2, the communication attitudes of parents with special needs children toward their typically developing children were compared by the gender variable and the mean scores were included: x̄=8,70 for female and x̄=8,37 for male in the subscale of problem-solving; x̄=7,10 for female and x̄=7,91 for male in the subscale of open to sharing; x̄=10,18 for female and x̄=11,09 for male in the subscale of respect and acceptance; x̄=10,28 for female and x̄=11,31 for male in the subscale of sensitivity; x̄=14,16 for female and European Journal of Special Education Research - Volume 6 │ Issue 2 │ 2020 92 M. Abdulbaki Karaca, Erkan Efilti THE COMMUNICATION BETWEEN PARENTS WITH SPECIAL NEEDS CHILDREN AND THEIR TYPICALLY DEVELOPING CHILDREN IN TURKEY x̄=14,17 for male in the subscale of unobstructed listening. It was examined whether there was a significant difference between being parents and their communication perceptions with their typically developing children. As a result of the independent t-test, it was concluded that there was no significant difference between being parents and problem- solving, open to sharing, respect-acceptance and unobstructed listening subscales (p˃0,05). However, it was concluded that there was a significant difference between being parents and sensitivity subscale in favor of mothers (p˂0,05). Table 2: The t-test Results by the Gender Variable Gender N Χ SD T p Problem Solving Female 219 8,70 2,97 ,838 .403 Male 76 8,37 2,92 Open to Sharing Female 219 7,10 3,39 -1,814 .071 Male 76 7,91 3,26 Respect-Acceptance Female 219 10,18 3,23 -1,965 .050 Male 76 11,09 4,12 Sensitivity Female 219 10,28 3,41 -2,127 .034 Male 76 11,31 4,14 Unobstructed Listening Female 219 14,16 4,16 -,016 .987 Male 76 14,17 3,75 *p˂.05 In Table 3, the communication levels of the parents with special needs children toward their typically developing children were compared by the age variable and their mean scores were included: x̄=9,95 for 25-32 age, x̄=8,80 for 32-39 age, x̄=8,53 for 40-47 age, x̄=7,43 for 48-55 age, x̄=10,35 for 55 and over age in the subscale of problem-solving; x̄=7,50 for 25-32 age, x̄=7,23 for 32-39 age, x̄=7,10 for 40-47 age, x̄=7,48 for 48-55 age, x̄=9,66 for 55 and over age in the subscale of open to sharing; x̄=11,30 for 25-32 age, x̄=10,00 for 32-39 age, x̄=10,29 for 40-47 age, x̄=10,25 for 48-55 age, x̄=13,41 for 55 and over age in the subscale of respect-acceptance; x̄=11,48 for 25-32 age, x̄=10,02 for 32-39 age, x̄=10,41 for 40-47 age, x̄=10,30 for 48-55 age, x̄=14,47 for 55 and over age in the subscale of sensitivity; x̄=13,71 for 25-32 age, x̄=14,34 for 32-39 age, x̄=14,37 for 40-47 age, x̄=13,16 for 48-55 age, x̄=14,59 for 55 and over age in the subscale of unobstructed listening. It was examined whether there was a significant difference between the ages of parents and their communication levels with their typically developing children. As a result of the one- way analysis of variance (ANOVA) test, there was a significant difference between ages of parents and problem solving, open to sharing, respect-acceptance and sensitivity subscales, but there was no significant difference between ages of parents and unobstructed listening subscale. The significant differences between the age groups of 25-32 and 48-55 resulted in favor of the age group of 48-55. The age groups of 48-55 and 55 and over resulted in favor of the age group of 48-55. The significant differences between the age groups of 32-39 and 55 and over resulted in favor of the age group of 32- 39; the age groups of 40-48 and 55 and over resulted in favor of the age group of 40-48; European Journal of Special Education Research - Volume 6 │ Issue 2 │ 2020 93 M. Abdulbaki Karaca, Erkan Efilti THE COMMUNICATION BETWEEN PARENTS WITH SPECIAL NEEDS CHILDREN AND THEIR TYPICALLY DEVELOPING CHILDREN IN TURKEY the age groups of 48-55 and 55 and over resulted in the age group of 48-55 in the subscales of open to sharing, respect-acceptance and sensitivity. Table 3: Perceived Communication Levels of Parents by the Age Variable Age of Parents N Χ SD F p Difference Problem-Solving 1. 25-32 20 9,95 3,03 2. 32-39 67 8,80 2,53 1-4 3. 40-47 157 8,53 2,85 3,828 .005 4-5 4. 48-55 39 7,43 2,63 5. 55 and over 12 10,35 5,40 Total 295 8,62 2,96 Open to Sharing 1. 25-32 20 7,50 4,45 2. 32-39 67 7,23 3,48 3. 40-47 157 7,10 2,97 1,676 .156 4. 48-55 39 7,48 3,59 5. 55 and over 12 9,66 4,39 Total 295 7,31 3,37 Respect-Acceptance 1. 25-32 20 11,30 3,38 2. 32-39 67 10,00 2,70 2-5 3. 40-47 157 10,29 3,37 2,890 .023 3-5 4. 48-55 39 10,25 2,64 4-5 5. 55 and over 12 13,41 8,16 Total 295 10,41 3,50 Sensitivity 1. 25-32 20 11,48 5,08 2. 32-39 67 10,02 2,80 2-5 3. 40-47 157 10,41 3,38 3-5 4,470 .002 4. 48-55 39 10,30 2,73 4-5 5. 55 and over 12 14,47 7,26 Total 295 10,55 3,63 Unobstructed Listening 1. 25-32 20 13,71 3,79 2. 32-39 67 14,34 3,53 3. 40-47 157 14,37 4,30 ,815 .517 4. 48-55 39 13,16 3,80 5. 55 and over 12 14,59 4,63 Total 295 14,17 4,05 *p˂.05 In Table 4, the communication levels of parents with special needs children toward their typically developing children were compared by the educational status variable and their mean scores were included: x̄=8,78 for primary school graduate parents, x̄=8,47 for secondary school graduate parents, x̄=8,33 for high school graduate parents, and x̄=8,65 for university graduate parents in the subscale of problem-solving; x̄=7,42 for primary school graduate parents, x̄=7,21 for secondary school graduate parents, x̄=6,59 for high school graduate parents, and x̄=7,93 for university graduate parents in the subscale of open to sharing; x̄=10,74 for primary school graduate parents, x̄=10,32 for secondary school graduate parents, x̄=9,77 for high school graduate parents, and x̄=10,29 for European Journal of Special Education Research - Volume 6 │ Issue 2 │ 2020 94 M. Abdulbaki Karaca, Erkan Efilti THE COMMUNICATION BETWEEN PARENTS WITH SPECIAL NEEDS CHILDREN AND THEIR TYPICALLY DEVELOPING CHILDREN IN TURKEY university graduate parents in the subscale of respect-acceptance; x̄=11,02 for primary school graduate parents, x̄=10,36 for secondary school graduate parents, x̄=9,69 for high school graduate parents, and x̄=10,35 for university graduate parents in the subscale of sensitivity; x̄=14,57 for primary school graduate parents, x̄=13,82 for secondary school graduate parents, x̄=14,73 for high school graduate parents, and x̄=12,75 for university graduate parents in the subscale of unobstructed listening. It was examined whether there was a significant difference between the educational status of parents and their communication levels with their typically developing children. As a result of the one- way analysis of variance (ANOVA) test, there was no significant difference between educational status of parents and problem solving, open to sharing, respect-acceptance and sensitivity subscales, but there was a significant difference between educational status of parents and unobstructed listening subscale. It was found that the differentiation is between primary school graduate and university graduate parents. Table 4: Perceived Communication Levels of Parents by the Educational Status Variable Educational Status N Χ SD F p Difference Problem-Solving 1. Primary School 138 8,78 3,26 2. Secondary School 57 8,47 2,88 3. High School 53 8,33 2,88 ,341 .796 4. University 47 8,65 2,16 Total 295 8,62 2,96 Open to Sharing 1. Primary School 138 7,42 3,87 2. Secondary School 57 7,21 2,74 3. High School 53 6,59 2,57 1,408 .241 4. University 47 7,93 3,21 Total 295 7,31 3,37 Respect-Acceptance 1. Primary School 138 10,74 4,01 2. Secondary School 57 10,32 3,32 3. High School 53 9,77 2,82 1,007 .390 4. University 47 10,29 2,71 Total 295 10,41 3,50 Sensitivity 1. Primary School 138 11,02 3,90 2. Secondary School 57 10,36 3,60 3. High School 53 9,69 3,43 1,879 .133 4. University 47 10,35 2,86 Total 295 10,55 3,63 Unobstructed Listening 1. Primary School 138 14,57 3,94 2. Secondary School 57 13,82 4,03 3. High School 53 14,73 4,64 2,898 .035 1-4 4. University 47 12,75 3,40 Total 295 14,17 4,05 *p˂.05 European Journal of Special Education Research - Volume 6 │ Issue 2 │ 2020 95