Özel Eğitim Bölümü Koleksiyonu

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https://hdl.handle.net/20.500.12491/81

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Comparison of social skills and problem behaviours of children with different developmental disabilities
(Taylor & Francis Ltd, 2024) Aydın, Hatice Ulu; Tekinarslan, İlknur Çifci; Çınar, Esra
ObjectivesDifficulties in social skills, such as a lack of understanding of emotions and thoughts, deficiencies in problem-solving, and struggles in establishing peer correlations, can negatively impact both the social and academic dimensions of one's life, resulting in the emergence of problematic behaviors. Studies have consistently shown a correlation between the social skills and problem behaviors of children with developmental disabilities. Therefore, it may be essential to compare the social skills and problem behaviors across various developmental disabilities and understand the correlation between them to design effective intervention programs.MethodsIn this study, the social skills and problem behaviors of 172 children and 18 teachers in inclusive classrooms, special education classrooms, and special education schools were analyzed. The Social Skills Rating System-Teacher Form assessed children's social skills and problem behavior profiles with different developmental disabilities.ResultsThe findings revealed that children with autism spectrum disorder exhibited the most significant social skill deficits and the most intense problem behaviors. Following autism spectrum disorder, those with intellectual disabilities, learning difficulties, and language and speech difficulties experienced elevated levels of social skill deficits. In terms of problem behaviors, after autism spectrum disorder, those with intellectual disabilities, language and speech difficulties, and learning difficulties exhibited the most intense problem behaviors. Gender differences were observed, with girls demonstrating higher social skills and lower problem behaviors than boys. Children with developmental disabilities receiving inclusive education showed higher social skills than those educated in special education schools. Additionally, a strong negative correlation between the social skills and problem behaviors of children with developmental disabilities was identified.ConclusionsOur results show that social skills and problem behaviors of children with developmental disabilities vary according to the type of disability, age, gender, and educational settings. In addition, our results show that improving the social skills of children with developmental disabilities can effectively prevent and reduce problem behaviors.
Examining the effectiveness of a program developed for teaching social skills to hearing impaired students based on cooperative learning
(Edam, 2007) Avcıoğlu, Hasan
The aim of this study is to determine whether a social skill instruction program, prepared according to the cooperative learning method, is effective for children with hearing disability in learning the basic social skills, starting and continuing a relationship, conducting a work with a group, and the generalization of these skills. Nine learning groups, that is, three groups for each three different skills, are formed because the three target social skills should be applied on different students. To determine the teaching efficiency, multiple probe model with probe conditions across subject is used. Result showed that this program is affective for hearing impaired students who can learn some social skills.
Teaching sexual abuse prevention skills to individuals with intellectual disabilities
(Ankara Univ, Fac Educational Sciences, 2024) Rasmussen, Meryem Uçar; Tekinarslan, İlknur Çifci
Introduction: When individuals are not aware of the nature and scope of behaviors related to sexual abuse, they may face the risk of abuse. Individuals with intellectual disabilities may also experience abuse, just like other individuals. Raising awareness through education is the most important measure to prevent sexual abuse. The skills individuals use to prevent sexual abuse are very important and functional especially for individuals with special needs so that they can spend their lives independently and safely. Method: This study aimed to examine the effectiveness of the curriculum developed in line with the cognitive process approach in helping people with intellectual disabilities to acquire the skill of sexual abuse prevention. The study was designed with the multiple probe model across participants, one of the single -subject research methods, and baseline, instruction, probe, and generalization phases were used. Three 12-14 -year -old female students with intellectual disability were included in the study. An instructional program based on the social decoding, social decision making/deciding, social performance, and social evaluation stages of the cognitive process approach was prepared to teach the target skill to the participants. The program made use of stories about sexual abuse situations and how to avoid these situations, as well as pictures depicting these stories. Participants were taught three prevention skills to avoid sexual abuse: saying no, getting out of the environment, and telling what occurred to someone they trusted. Findings: At the end of the study, it was concluded that the developed instructional program was effective in helping three female students in acquiring the sexual abuse prevention skills. This effect can be explained both by the increase in the data collected during the teaching process and by the fact that the probe data collected at the end of the instruction were higher than the probe data collected before the instruction. Discussion: The findings obtained from the research were discussed in the light of the studies in the literature and suggestions were made for further studies.
Siblings attitudes towards persons with severe/profound and multiple disabilities in Turkey
(Elsevier Science Bv, 2015) Şafak, Pınar; Çetin, Müzeyyen Eldeniz; Kot, Mehtap
All family members are affected when he joined the family, an individual with severe/profound and multiple disabilities. Duties and responsibilities of family members increase. As well normal siblings in the family is affected from this situation. Therefore, normal siblings' attitudes expected to be different about siblings who have sever/profound and multiple disabilities. The purpose of this study, normal siblings who have severe/profound and Multiple Disabilities (PMD) brother and sister to determine the attitude toward the siblings. This research is a descriptive study. 105 normal siblings who is living in Turkey (province of Bolu, Istanbul, Samsun, Duzce, Sakarya, Trabzon, Canakkale, Malatya) participated in this research. Participant have brother and sister with severe/profound and multiple disabilities. Siblings Handicapped Attitude Scale who developed by Kucuker was used in this study (1997). Data analysis, t-test, one-way analysis of variance (ANOVA) was used. Results were interpreted at the level of p = 0.05. As a result of this research, normal siblings' attitudes toward siblings who have severe/profound and multiple disabilities were found to be generally as positive attitudes. It has been identified that attitudes are not variable according to sex, age and level of education. Results of the study support the findings of other studies. (C) 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Montessori yönteminin etkililiği
(Pegem Akademi Yayıncılık Eğitim Danışmanlık Hizmetleri Tic. Ltd. Şti., 2011) Eratay, Emine
The aim of this study is to examine the efficiency of Montessori Method in disabled and nondisabled preschool children. For this purpose, a total of 15 children, consisting of one hyperactive child, one child diagnosed with autism and 13 non-disabled children under Inclusive Project for Disabled and Nondisabled Preschoolers financed by European Union has been included into the study and they have been given Montessori education for a period of two months. Descoeudres Dictionary Test, Dictionary and Language Test, Peabody Picture Word Test and Denver II Developmental Scanning Test have been applied to the children in the beginning and end of the study, which was designed with an experimental single group pretest - final test model, and daily observations have been made for two months. According to the results of this study, a meaningful difference has been reported between the pretest - final test t test results of Descoeudres Dictionary Test, Dictionary and Language Test, Peabody Picture Word Test while pretest results of Denver II Developmental Scanning Test showed that 10 of nondisabled children were normal and 3 of them were found to be questionable, and the result of the hyperactive child was reported as abnormal while the result of the autistic child was found as being untestable. In terms of the final test results for Denver II Developmental Scanning Test, test results of all of the nondisabled children were reported as normal and they were observed to be capable of achieving advanced articles; the test result of the hyperactive child was found to be normal while the autistic child was observed to have reached development level in conformity with his/her age in terms of personal-social and fine and gross motor skills and that this child could achieve some of the language articles while failing in others. As a result of the daily observations made for a period of two months, excessive activity, aprosexia, anxiety, and failure in following directives, frequent crying, being offended and aggression were observed initially in hyperactive and autistic children while such behaviors were reported to be reduced significantly after the Montessori education. Achievement of such results in disabled and nondisabled children gives the impression that Montessori Method is efficient.
Parent opinions regarding the services received in special education and rehabilitation centers for individuals with multiple disabilities
(Anı Publishing, 2024) Çay, Evgin; Çetin, Müzeyyen Eldeniz; Alak, Melike
Individuals with multiple disabilities (MD) could receive services from different institutions throughout their lives. One of these institutions is Special Education and Rehabilitation Centers. Special Education and Rehabilitation Centers provide various services to individuals with MD. The quality of these services affects the quality of life of both the children with MD and their parents. Therefore, this study aims to determine the views of parents on the services received by the individuals with MD from Special Education and Rehabilitation Centers. Eleven female and two male parents participated in this study. The study was designed with the phenomenology pattern, one of the qualitative research methods, and data were collected with the semi-structured interview technique. The interviews lasted between 12 and 18 minutes. The data obtained from the interviews was analyzed with the descriptive analysis technique. The findings showed that parents receive various support services from Special Education and Rehabilitation Centers for both themselves and the individuals with MD, they were very content with the education and physiotherapy services provided by the institutions, and these services were very effective and beneficial for their children and themselves. In addition, it was concluded that the duration of the education services provided was too short and insufficient for their children that the state should support such institutions and that they wanted their children to be hired in a job within their competence.
Hikâye haritası yönteminin hafif düzeyde zihinsel yetersizliği olan öğrencilerin okuduğunu anlama becerileri üzerindeki etkisi
(Ankara Üniversitesi Eğitim Bilimleri Fakültesi, 2007) Duman, Nesibe; Tekinarslan, İlknur Cifci
The purpose of this study was to determine the effects of the story mapping method on mild mentally retarded students' reading comprehension skills. Three students with mild mental retardation, who are educated in an elementary school in Bolu, were the participants of this study. A multiple probe design across subjects which is a model of the multiple baseline design was used. Fifteen stories were prepared by the researcher in order to assess the performance of the participants before and after the intervention. Story mapping method was implemented during ten sessions for each student. At the end of this study, it was found that the story mapping method was effective on the reading comprehension skills of students with mild mental retardation
The effectiveness of the constant time delay procedure in teaching writing with the sound-based sentence method
(Ankara Univ, Fac Educational Sciences, 2023) Arı, Adnan; Eratay, Emine; Düzkantar, Ayten
Introduction: The present study was planned since no practical study adapted for individuals with special needs (ISN) was found in teaching reading and writing with the sound-based sentence method (SBSM). There were few studies aimed at teaching reading and writing, and the skills targeted in these studies were limited. This study aimed to determine the effectiveness of the constant time delay procedure (CTDP) in teaching reading and writing with the sound-based sentence method to individuals with special needs. In addition to the said main purpose, the permanence of reading and writing skills and their generalizability across materials and persons were also examined. Moreover, the opinions of families and teachers of ISN were obtained to collect social validity data. Method: Three INS were included in this study. Of these, two were girls, and one was a boy, all aged seven. They attended the second grade as full-day co-teaching inclusive students and had not learned reading and writing. The study employed a multiple probe design across behaviors, one of the single-subject research designs. The study aimed to teach three behaviors and eighteen sub-behaviors, including six sub-behaviors in each behavior. Findings: The study showed that two participants acquired reading and writing skills in all the sub-behaviors (closed syllables, open syllables, three-letter monosyllables, three-letter two syllables, words, and sentences) of all three behaviors (syllables, words, and sentences consisting of e-l-a-k-i-n sounds, syllables, words, and sentences consisting of o-m-u-t-u-y sounds, syllables, words, and sentences consisting of the combination of sounds in these two groups [e-l-a-k-i-n-o-m-u-t-u-y]); that the skills they acquired were permanent; that they generalized these skills across persons and materials, while one participant acquired skills in the first three sub-behaviors (closed syllables, open syllables, three-letter monosyllables) only in the first behavior. Considering the social validity findings of the study, the participants families and primary school teachers expressed positive opinions about the study. Discussion: The findings obtained were discussed within the framework of the literature indicating the negative aspects of teaching reading and writing with the SBSM.
The power card strategy: Strength-based intervention against bullying for children with autism spectrum disorder
(Springer/Plenum Publishers, 2023) Aydın, Hatice Ulu; Tekinarslan, İlknur Çifci; Aslan, Yeşim Güleç
The pattern of behaviors and abilities that reflect the core characteristics of students with autism spectrum disorder (ASD) and an environment that lacks the ability to understand individuals with ASD can make these students targets of bullying. Bullying is a serious problem for students with ASD, and practices against it are important in terms of improving students' coping strategies and overall well-being. In this study, we used a multiple probe model with an interprobe phase across participants to evaluate the effectiveness of the power card strategy to teach three students with ASD to respond to bullying. At baseline, the students gave few appropriate responses based on coping strategies for bullying after listening to stories about bullying. During the application of the power cards, the students read scenarios and power cards created for their favorite heroes or special interests, which included coping strategies for three different bullying situations (exclusion, being pushed, and being tickled). Then, they watched animations prepared for these bullying situations and were asked to answer questions about strategies to deal with bullying. The findings showed that all three students learned targeted strategies for coping with bullying in the context of the sessions using power cards. The students were able to generalize to different bullying situations (teasing, damaging one's belongings, being ignored) while retaining their strategies for coping with bullying in the context of the sessions held after the teaching was completed. The social validity findings of the power card strategy showed that one out of three students exhibited coping strategies for bullying in the school environment. The findings of the present study are discussed in the context of bullying and ASD, limitations, and recommendations.
Math problem solving interventions for middle school students with learning disabilities: A comprehensive literature review
(Ankara Univ, Fac Educational Sciences, 2022) Özkubat, Ufuk; Karabulut, Alpaslan; Sert, Cihan
Introduction: Examining the research on math problem solving interventions for students with learning disabilities is important for identifying the interventions that will support these students. Assessing intervention studies in terms of certain quality standards provides information about the replication of applications and the reliability of the results. This study aimed to review math problem solving interventions for middle school students with learning disabilities in the last 20 years, list the characteristics of the studies descriptively, and examine them in terms of quality indicators. Method: Based on the inclusion and exclusion criteria, nine articles were selected. They were investigated in the context of descriptive analysis and quality indicators. The studies were analysed descriptively. Their characteristics were identified. The studies were examined, and their quality levels were determined based on the quality indicators specified for the research using single-subject experimental designs. Findings: Direct instruction, concrete-semi-concrete-abstract strategy, schema-based strategy, self-regulation strategies and hint cards, STAR strategy, open expression method, LAP strategy, visual strategies, Solve It!, and the SOLVE strategy were used for teaching problem solving skills as target skills. The general findings related to quality indicators showed that all studies met the specified criteria regarding the baseline level of basic quality indicators, experimental control/internal validity and external validity. Considering other components, it was observed that the study ranging from 44% to 78% met the specified criteria. Only one study was met all quality indicator items. Discussion: The findings were discussed and suggestions were provided for teachers and researchers. Accordingly, it will be useful for experts working with students with learning disabilities to create intervention programs that include strategies to facilitate students' problem solving successfully, such as problem solving stages, schematic modifiers, cognitive and metacognitive strategies, and think-aloud protocols.
Comparison of live modeling and video modeling on teaching symbolic plays to children with autism spectrum disorder in small groups
(Ankara Univ, Fac Educational Sciences, 2022) Öncül, Nuray; Tekinarslan, İlknur Cifci
Introduction: It is suggested in literature there is a need for interventions in developing symbolic play behaviors of children with autism spectrum disorder (ASD) and the effectiveness of various methods are examined. The purpose of this study is to compare the effectiveness and efficiency of live modeling and video modeling on teaching symbolic plays to children with autism spectrum disorder in small groups. Method: This study employed an adaptive alternating treatments design. The independent variables were live video modeling and video modeling presented in small group instruction. Also, the dependent variables were the symbolic play behaviors of acting as a waiter and as a barber. Findings: The research findings demonstrated that both live modeling and video modeling presented in small group instruction were effective in acquisition, maintenance, and generalization of symbolic plays of children with autism spectrum disorder. Video modeling was more effective than live modeling for acquisition; live modeling was more effective than video modeling for maintenance; and there was no difference between the methods for generalization. Discussion: Although it is known that children with ASD have impairments especially in playing symbolic play, it was planned to teach two games in the research, and the program was taught to learn with a video modeling and a live modeling program to teach small group instruction. Learning how to play the symbolic play of the vehicle with the autism spectrum disorder through a search in the process in question serves the purpose of the research. This purpose has been discussed in a way to include the results, and suggestions have been made for future research.
A systematic review of studies conducted in Turkey on science teaching to students with intellectual disabilities
(ANKARA UNIV, FAC EDUCATIONAL SCIENCES, 2022) Yıldırım, Çiğdem Türker
Introduction: In order for the learning-teaching process of students with intellectual disabilities to be carried out effectively, different interventions should be used in line with their individual differences, developmental characteristics and educational needs. This study aimed to examine the studies conducted in Turkey on science teaching to students with intellectual disabilities. Method: In this research conducted using document analysis, Google Scholar, Higher Education Council National Thesis Centre, and the Scientific and Technological Research Council of Turkey National Academic Network and Information Centre databases were reviewed and 17 studies that met the criteria were examined. Findings: The majority of the studies employed direct instruction method and was provided through technology-supported teaching interventions. In addition, in most of the studies, it was found that as students acquired science concepts, knowledge and skills, their competence and success for the science course increased as well, and the studies carried out had a positive influence on their interests in and attitudes towards the science class. Discussion: The findings obtained from the studies included in the research show that science concepts, knowledge and skills are acquired by students with intellectual disabilities. In this direction, it is seen that students with intellectual disability, whose learning speeds are slower than their typically developing peers, perform an effective learning-teaching process with the interventions carried out in line with their individual differences, developmental characteristics and educational needs.
Identifying concrete-representational-abstract instruction as an evidence-based practice in teaching mathematics to individuals with special needs
(Ankara Univ, Fac Educational Sciences, 2022) Ünlü, Özge Özlü; Arslanoğlu, Aslin; Yıkmış, Ahmet
Introduction: This study aimed to evaluate whether Concrete-Representational-Abstract (CRA) teaching practices adopted in teaching mathematical skills to individuals with special needs were evidence-based. Method: In this study, the analysis processes of the studies published in national and international sources between 1980 and 2020 were completed in line with descriptive analysis standards and standards for being evidence-based. As a result of the first search, a total of 52 studies were reached. Of these studies, 21 studies that met the inclusion criteria were included in the descriptive analysis process. Afterward, these studies were evaluated methodologically by considering the quality indicators for single-subject research designs. Seventeen studies that met all the quality indicators were included in the visual and meta-analysis process. Findings: According to the descriptive analysis results, it was observed that studies were mostly conducted between 2011 and 2019 and were often carried out on children with specific learning disabilities. Concerning methodological characteristics, it was seen that the multiple probe design across participants was frequently used as the research design, and subtraction with regrouping problem-solving skills in the field of problem-solving and multiplication skills in the field of four operations skills were included as dependent variables. The CRA strategy is observed to be often presented by the direct instruction method and supported by the RENAME strategy. Graphical analysis was used in all the studies reviewed. However, statistical analyses were not included in all studies. When the findings regarding evidence-based evaluation were examined, a positive effect was observed in 16 out of 17 studies meeting all the quality indicators. In meta-analysis studies, the results of PND and Tau-U effect size analysis are detailed under the Results heading. Discussion: These results demonstrate that CRA instruction is an evidence-based practice. The results obtained were discussed in line with the literature, and recommendations were made to researchers and intervention agents.
The evaluation of emotional and behavioral disorders of children and adolescents affected by different deficiency disorders
(Ankara Univ, Fac Educational Sciences, 2022) Uğurlu, Mahir; Eratay, Emine
Introduction: The aim of the study was to determine and evaluate the emotional and behavioral disorders of children and adolescents affected by different types of disability. Method: The general survey research model, one of the quantitative research methods, was used in the study. The data of the study were collected from 501 teachers of 1439 children and young people with the TRF scale for 618 Years Old Children and Adolescents and analyzed with the SPSS 23 program. Findings: A significant difference was found between the type of disability and emotional behavior disorders; those with autism spectrum disorder got the highest score on the TRF scale, and those with visual impairment got the lowest score. It was found that boys scored higher than girls and those with multiple disabilities had higher scores than those without; it was determined that the scores obtained from the TRF scale increased with the education level. Discussion: It was determined that individuals with ASD had the highest score in the subscales except for the subscale on breaking the rules. The lowest scores in all subscales were found in those with visual impairment. The findings are similar to the finding in the literature that the type of disability is effective on emotional and behavior problems. This can be explained by their communication and social interaction difficulties. It is thought that limitations in peer relations and game skills and challenges in understanding the thoughts and judgments of others are effective. It has been suggested that programs can be prepared for students, teachers, and families in order to reduce the effects of emotional and behavior disorders, the research data can be obtained from teachers as well as with parental notifications, and the research can be carried out in a way to include children aged 3-6.
Determining practices of classroom teachers who have mainstreaming and special needs students in their classes
(ASSOC DEVELOPMENT SCIENCE ENGINEERING & EDUCATION, 2021) Gür, Pelin; Yıkmış, Ahmet
The aim of this research is to determine, interpret and provide recommendations on instructional practices and evaluation of classroom teachers working with mainstreaming students at schools in the North Cyprus. A qualitative research method was used in the research. Data was collected through semi-structured interviews as one of the qualitative data collection methods. The interview form used in the research included 10 questions related to design and teaching practices as well as evaluation of the effectiveness of the instruction. Interviews were conducted with 12 classroom teachers working at mainstreaming classes under the North Cyprus Ministry of National Education and all interviews were recorded. These data were transferred to a digital environment where they were interpreted as code titles. The results showed that classroom teachers carry out in-class practices for teaching methods and activities of their mainstreaming students, and benefit from visual materials that they prepared with an assistant teacher. However, the classroom teachers also stated that they are unable to allocate time for their mainstreaming students because of the large numbers of students in the class and therefore they send their mainstreaming students to the special education teachers in their schools. It was determined that classroom teachers make their evaluations based on the level, interest and ability of students when evaluation the effectiveness of teaching.
Teaching puzzle-solving skills to students with multiple disabilities via a tablet computer
(Turkish Education Association, 2021) Çetin, Müzeyyen Eldeniz; Çay, Evgin
The aim of this study was to teach the puzzle-solving skills to students with multiple disabilities by using a tablet computer and enable them to demonstrate this skill fluently afterwards. The research was conducted in two phases. In the first phase, the effectiveness of direct instruction in teaching puzzle-solving skills to students with multiple disabilities by using a tablet computer was investigated. Also, generalization effect of the acquired skills on various materials and their maintenance effect after 1, 3 and 4 weeks were evaluated. In this phase of the study, multiple probe design with probe trials across subjects, one of the single-subject research designs, was used. In the second phase, it was aimed to increase the fluency of those students in puzzle-solving on a tablet computer. Similar to the first phase, a single-subject design, the changing criterion model was used in the second phase. Three participants, two male and one female, were involved in the study. All sessions were held as one-to-one instruction arrangements. The study revealed that direct instruction was effective in teaching puzzle-solving skills, the participants demonstrated the target skills at the end of weeks 1, 3 and 4. In addition, it was observed that they could generalize those skills to different materials, settings and people, and they improved their fluency.
Özel eğitimde geçiş planlama ve hizmetleri
(Ankara Univ, Fac Educational Sciences, 2020) Aktaş, Burcu; Kot, Mehtap; Yıkmış, Ahmet
Transition is a life-long process that requires a variety of changes in individuals' lives. In this process, individuals with special needs face a number of challenges and need support. Transition services planning is carried out in order to ensure that individuals with special needs adapt to various processes that require change and to make the support services provided to individuals with special needs and their families permanent. Transitional periods include a long-term process involving early intervention programs, pre-school, kindergarten, elementary school, junior high school, high school, higher education, school to business life and social life. Lack of significant legal basis for transition planning in our country causes individuals with special needs to experience various difficulties during all transition periods, there are gaps between the programs, and they cannot benefit from the special education services offered to them. For this reason, in this study, the concept of transition, the legal bases of transition in the world, the transition planning process, factors affecting transition planning, transition periods, transition, transition assessment process and the studies related to the transition in Turkey have been tried to be explained.
Tablet üzerinde eş zamanlı ipucuyla sunulan nokta belirleme tekniği kullanarak rakam-nesne eşleme öğretiminde dokunarak rakamları öğrenelim yazılımının etkililiği
(Ankara Univ, Fac Educational Sciences, 2020) Öztürk, Hatice Zeynep; Yıkmış, Ahmet
The purpose of this study was to determine the effectiveness of Touch Math to teach number-object matching by using simultaneous prompting via the software entitled "Let's Learn the Numbers by Touching" prepared to use in mobile environments to children with mild intellectual disabilities. Besides, this study investigated the generalization and maintenance of the skills that were taught following the implementation and opinions of the mothers of the students. A total of three students with mild intellectual disabilities (one girl, two boys) who attended a rehabilitation center in the city of Bolu participated in this study. Multiple probe with probe trials design across participants was used in this research. The findings of the study demonstrated that children with mild intellectual disabilities acquired, maintained the number-object matching by using simultaneous prompting via the software. The findings obtained from the interviews with the mothers demonstrated that their opinions towards "Let's Learn Numbers by Touching" were positive. They thought that this procedure was effective in terms of number-object matching.
Using animation as a means of enhancing learning of individuals with special needs
(Assoc Information Communication Technology Education & Science, 2018) Bağlama, Başak; Yücesoy, Yücehan; Yıkmış, Ahmet
Use of animation in special education has gained great attention recently. Therefore, the use of animation for helping individuals with special needs has become an important research question and this study aims to examine and discuss the role of using animation as a tool to enhance learning of individuals with special needs. This is a qualitative study in which document analysis was used to collect the data. Results revealed the trends in using animation in education and the benefits of animation for enhancing learning of individuals with special needs. This study tried to provide a comprehensive review on the effectiveness of using animation in education and discussed the existing and possible benefits of using animation for individuals with special needs. Results are discussed with relevant literature and recommendations for further research and practices are presented in the study.
The effectiveness of parent training a mothers of children with autism use of mand model techniques
(Anadolu Univ, 2018) Aktaş, Burcu; Tekinarslan, İlknur Çiftci
The present study examined the effectiveness of the parent training program that was designed for the mothers of children with Autism Spectrum Disorders in enabling them to use the mand-model procedure. The study was conducted with the participation of 3 boys with Autism Spectrum Disorders and their mothers. As part of the study, the mothers were taught the mand-model procedure, which is one of the milieu teaching techniques. As a research method, the present study employed the subject research models of between-subject and multiple probe design models. The findings of this study suggested that the parent training program designed with a view to teaching the mand-model procedure was effective and consequently the mand-model procedure used by the mothers was also effective in teaching new words to the children with Autism Spectrum Disorders and enabling them to maintain such words over time.

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