Ihlara Eğitim Araştırmaları Dergisi
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Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions

Yıl 2021, Cilt 6, Sayı 2, 235 - 250, 15.12.2021

Özge ÇULHAOĞLU Deniz Ayşegül SÖĞÜT

https://doi.org/10.47479/ihead.935440

Öz

It is well-known fact that education students with Autism Spectrum Conditions (ASC) receive in general classroom plays a great role in their behaviors to develop positively. However, including students with ASC in inclusive education is controversial issue in educational setting. This is because the continuum of including students with ASC in inclusive education is one of the most complicated areas of education. For this reason, this study is aimed to contribute to all stakeholders working with ASC in inclusive setting by explaining barriers and offering solutions about successful inclusion of these students. In accordance with this purpose, studies in the literature were reviewed in depth. As the result of the research findings, there are several factors of inclusion which are essential to access fully inclusive education for students with ASC in general classroom. According to literature, general well-being of students with ASC, school staffs, family involvement, typically developing peers, physical and social environment, curriculum and transitions play key role about fully inclusion of students with ASC. In order to inclusive education to be successful, there should not be any barriers regarding these factors. In this study, barriers and its potential solutions of successful inclusive education is presented.

Anahtar Kelimeler

autism spectrum conditions, inclusive education, barriers, solutions

Kaynakça

  • Ashburner, J., Ziviani, J. & Rodger, S. (2010). Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school. Research in Autism Spectrum Disorders, 4(1), 18-27. https://doi.org/10.1016/j.rasd.2009.07.002.
  • Attwood, T. (2006). The complete guide to Asperger's syndrome. Jessica Kingsley.
  • Baglieri, S. & Shapiro, A.H. (2012). Disability studies and the inclusive classroom: critical practices for creating least restrictive attitudes. Routledge.
  • Benson, P. R. (2014). Coping and psychological adjustment among mothers of children with ASD: An accelerated longitudinal study. Journal of Autism and Developmental Disorders, 44(8), 1793-1807. http://doi.org/10.1007/s10803-014-2079-9
  • Betts, S.W., Betts, D.E. & Gerber-Eckard, L.N. (2007). Asperger syndrome in the inclusive classroom: advice and strategies for teachers. Jessica Kingsley.
  • Blatchford, P., Bassett, P., Brown, P. & Webster, R. (2009). The effect of support staff on student engagement and individual attention. British Educational Research Journal, 35(5), 661-686. https://doi.org/10.1080/01411920902878917
  • Booth, T., Nes, K & Stromstad, M. (2003). Developing inclusive teacher education. RoutledgeFalmer.
  • Bowen, M. & Plimley, L. (2008). The autism inclusion toolkit: training materials and facilitator notes. Sage Publications.
  • Broderick, K. & Mason-Williams, T. (2008). Transition toolkit: a framework for managing change and successful transition planning for children and young people with autism spectrum conditions (2nd ed.). BILD Publications.
  • Canavan, C. (2014). Supporting students on the autism spectrum in secondary schools: a practical guide for teaching assistants. Routledge.
  • Carrington, S. & Graham, L. (2001). Perceptions of school by two teenage boys with asperger syndrome and their mothers: a qualitative study. Autism, 5(1) 37-48. http://doi.org/10.1177/1362361301005001004
  • Chamberlain, B., Kasari, C. & Rotheram-Fuller, E. (2007). Involvement or isolation? the social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders, 37(2), 230-242. http://doi.org/10.1007/s10803-006-0164-4
  • Chang, F., Early, D.M. & Winton, P.J. (2005). Early childhood teacher preparation in special education at 2- and 4-year ınstitutions of higher education. Journal of Early Intervention, 27(2), 110-124. https://doi.org/10.1177/105381510502700206
  • Costley, D. (2012). A practical guide for teachers of students with an autism spectrum disorder in secondary education. Jessica Kingsley Publishers.
  • Cumine, V., Dunlop, J., & Stevenson, G. (2010). Autism in the early years: a practical guide (2nd ed.). Routledge.
  • Day, A.S. (2011) Social skills ıntervention for students with autism spectrum disorders: a survey of school psychologists. Doctoral Thesis. Utah State University, Utah.
  • Delmolino, L. & Harris, S.L. (2012). Matching children on the autism spectrum to classrooms: a guide for parents and professionals. Journal of Autism and Developmental Disorders. 42(6), 1197-1204. http://doi.org/10.1007/s10803-011-1298-6.
  • Department for Children, Schools and Families. (2020, September 4). ınclusion development programme primary and secondary. unknown place of publication: department for children, schools and families. http://www.idponline.org.uk/downloads/ps-autism.pdf
  • Dillenburger, K., McKerr, L., Jordan, J.A., Devine, P. & Keenan, M. (2015). Creating an ınclusive society. How close are we in relation to autism spectrum disorder? A general population survey. Journal of Applied Research in Intellectual Disabilities, 28(4), 330-340. http://doi.org/10.1111/jar.12144
  • Dubin, N. (2007). Asperger Syndrome and Bullying: Strategies and Solutions. Jessica Kingsley Publishers.
  • Emam, M.M. & Farrell, P. (2009). Tensions experienced by teachers and their views of support for students with autism spectrum disorders in mainstream schools. European Journal of Special Needs Education, 24(4), 407-422. https://doi.org/10.1080/08856250903223070
  • Farmer, J., & Reupert, A. (2013). Understanding autism and understanding my child with autism: An evaluation of a group parent education program in rural Australia. The Austraillian Journal of Rural Health, 21, 20-27. https://doi.org/10.1111/ajr.12004
  • Fleming, B., Hurley, E. & Mason, J. (2015). Choosing autism interventions: a research-based guide. Pavilion Publishing.
  • Friend, M., & Bursuck, W. (2006). Including students with special needs a practical guide for classroom teachers ( 4th Ed.). Allyn and Bacon.
  • Garbacz S.A., McIntyre L.L. and Santiago R.T. (2016). Family ınvolvement and parent-teacher relationships for students with autism spectrum disorders. Sch Psychol, 31(4), 478-490. doi: 10.1037/spq0000157
  • Goodall, C. (2015). How do we create ASD‐friendly schools? A dilemma of placement. Support for Learning, 30(4), 305-326. https://doi.org/10.1111/1467-9604.12104
  • Gunn K.C.M. & Delafield-Butt J. T. (2016). Teaching children with autism spectrum disorder with restricted interests. A Review of Evidence for Best Practice. 86(2), 408-430. http://doi.org/10.3102/0034654315604027
  • Hammel, A. (2020, November 12). The benefits and drawbacks of mainstreaming students with autism. http://hdl.handle.net/10022/AC:P:18807.
  • Howes, A. (2003). Teaching reforms and the impact of paid adult support on participation and learning in mainstream schools. Support for Learning, 18(4), 147–153. https://doi.org/10.1046/j.0268-2141.2003.00300.x
  • Hume, S. (2008). Transition time: helping ındividuals on the autism spectrum move successfully from one activity to another. The Reporter 13(2), 6-10. http://hdl.handle.net/2022/9529
  • Humphrey, N. & Lewis, S. (2008). Make me normal: The views and experiences of students on the autistic spectrum in mainstream secondary schools. Autism, 12(1), 23-46. http://doi.org/10.1177/1362361307085267
  • Humphrey, N. & Symes, W. (2010). Perceptions of social support and experience of bullying among students with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education, 25(1), 77-91. http://doi.org/10.1080/08856250903450855
  • Jones, G. (2002). Educational provision for children with autism and Asperger syndrome: meeting their needs. David Fulton.
  • Jones, G. (2006). Department for Education and Skills/Department of Health Good Practice Guidance on the education of children with autistic spectrum disorder. Child: Care, Health and Development, 32(5), 543-552. http://doi.org/ 10.1111/j.1365-2214.2006.00680.x
  • Jones G., English A., Guldberg K., Jordan R., Richardson P. & Waltz M. (2020, September 9). Educational provision for children and young people on the autism spectrum living in England: a review of current practice, issues and challenges. file:///C:/Users/focus/Downloads/AET_SummaryReport1%20(3).pdf
  • Kluth, P. (2010). You're going to love this kid! Teaching students with autism in the inclusive classroom (2nd ed.). Brookes Publications.
  • Leach, D. & Duffy, M.L. (2009). Supporting students with autism spectrum disorders in inclusive settings. Intervention in School and Clinic, 45(1), 31-37. http://doi.org/10.1177/1053451209338395
  • Lever, C. (2011). Understanding challenging behaviour in inclusive classrooms. Harlow.
  • Lindsay, G. (2003). Inclusive education: a critical perspective. British Journal of Special Education, 30(1), 3-12. http://doi.org/ 10.1111/1467-8527.00275
  • Maich, K. & Belcher, E.C. (2012). Using picture books to create peer awareness about autism spectrum disorders in the inclusive classroom. Intervention in School and Clinic, 47(4), 206-213. http://doi.org/10.1177/1053451211424600
  • Mastropieri, M., & Scruggs, T. (2004). The inclusive classroom: strategies for effective instruction. Merrill Prentice Hall.
  • Mesibov, G.B., Howley, M., & NetLibrary, I. (2003). Accessing the curriculum for students with autistic spectrum disorders: Using the TEACCH programme to help inclusion. David Fulton Publishers.
  • Minke K. M., Sheridan S.M. & Moorman E (2014). Congruence in parent-teacher relationships. The Role of Shared Perceptions. The Elementary School Journal, 114(4), 527–546. http://doi.org/10.1086/675637
  • Mesibov, G.B. & Shea, V. (1996). Full inclusion and students with autism. Journal of autism and developmental disorders, 26(3), 337-346. http://doi.org/10.1007/BF02172478
  • Mittler, P. (2000). Working towards inclusive education: social contexts. David Fulton.
  • Morewood G.B., Humphrey, N. & Symes, W. (2011). Mainstreaming autism: making it work. Good Autism Practice, 12(2), 62-68.
  • Oliver, M. (2013). The social model of disability: thirty years on. Disability & Society, 28(7), 1024-1035. doi: 10.1080/09687599.2013.818773
  • O’Neill J. (2020, September 8). The SCERTS model: implementation and evaluation in a primary special school. Sunderland: Autism Education Trust. http://www.aettraininghubs.org.uk/wp-content/uploads/2012/05/31.1-ONeill-Evaluating-practice.pdf
  • Park, M., Chitiyo, M. & Choi, Y.S. (2010). Examining pre-service teachers' attitudes towards children with autism in the USA: Examining Pre-service Teachers' Attitudes towards Children with Autism in the USA. Journal of Research in Special Educational Needs, 10(2), 107-114. http://doi.org/10.1111/j.1471-3802.2010.01150.x
  • Perepa P. The National Autistic Society (2020, Novemebr 6). Classroom and playground: support for children with autism spectrum disorders. http://www.autism.org.uk/professionals/teachers/lessons-breaktimes/support.aspx
  • Pfeiffer, D. (2002). The philosophical foundations of disability studies. Disability Studies Quaterly, 22(2),3-23. http://doi.org/10.18061/dsq.v22i2.341
  • Ploog, B.O., Scharf, A., Nelson, D. & Brooks, P.J. (2013). Use of computer-assisted technologies (cat) to enhance social, communicative, and language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(2),301-322. http://doi.org/10.1007/s10803-012-1571-3
  • Reid B. & Batten A. The National Autistic Society (2020, October 6). B is for bullied: the experience of children with autism and their families. http://positiveaboutautism.co.uk/resources/B-is-for-bullied.pdf
  • Sadioğlu, O. (2011). Sınıf öğretmenlerinin kaynaştırmaya ilişkin sorunları, beklentileri ve önerilerine yönelik nitel bir araştırma. Doctoral Thesis, Uludag University, Bursa.
  • Sampath, H., Agarwal, R. & Indurkhya, B. (2013). Assistive technology for children with autism - lessons for interaction design, 11th Asia Pacific Conference on Computer Human.
  • Shelly, S & Golubock S. (2007). If not a cure, then what? Parenting autistic children, Retrieved 28 March, 2020, from.http://www.siautism.net/Articles/IfNotaCure.pdf.
  • Toran, H., Yasin M.H.M., Chiria F. & Tahar M.M. (2019). Monitoring progress using the individual education plan for students with autism. Social and Behavioral Sciences, 7, 701-706.
  • Töret G., (2018). Otizm Spektrum Bozukluğu (OSB): Özellikler. In Diken İ.H. and Bakkaloğlu H. (Eds.), Zihin Yetersizliği ve Otizm Spektrum Bozukluğu (pp.192-222). Pegem Academy.
  • Wall, K. (2004). Autism and early years practice: a guide for early years professionals, teachers and parents. Paul Chapman.
  • Wilkerson, K.L., Perzigian, A.B.T. & Schurr, J.K. (2014). Promoting social skills in the inclusive classroom. The Guilford Press.

Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions

Yıl 2021, Cilt 6, Sayı 2, 235 - 250, 15.12.2021

Özge ÇULHAOĞLU Deniz Ayşegül SÖĞÜT

https://doi.org/10.47479/ihead.935440

Öz

It is well-known fact that education students with Autism Spectrum Conditions (ASC) receive in general classroom plays a great role in their behaviors to develop positively. However, including students with ASC in inclusive education is controversial issue in educational setting. This is because the continuum of including students with ASC in inclusive education is one of the most complicated areas of education. For this reason, this study is aimed to contribute to all stakeholders working with ASC in inclusive setting by explaining barriers and offering solutions about successful inclusion of these students. In accordance with this purpose, studies in the literature were reviewed in depth. As the result of the research findings, there are several factors of inclusion which are essential to access fully inclusive education for students with ASC in general classroom. According to literature, general well-being of students with ASC, school staffs, family involvement, typically developing peers, physical and social environment, curriculum and transitions play key role about fully inclusion of students with ASC. In order to inclusive education to be successful, there should not be any barriers regarding these factors. In this study, barriers and its potential solutions of successful inclusive education is presented.

Anahtar Kelimeler

autism spectrum conditions, inclusive education, barriers, solutions

Kaynakça

  • Ashburner, J., Ziviani, J. & Rodger, S. (2010). Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school. Research in Autism Spectrum Disorders, 4(1), 18-27. https://doi.org/10.1016/j.rasd.2009.07.002.
  • Attwood, T. (2006). The complete guide to Asperger's syndrome. Jessica Kingsley.
  • Baglieri, S. & Shapiro, A.H. (2012). Disability studies and the inclusive classroom: critical practices for creating least restrictive attitudes. Routledge.
  • Benson, P. R. (2014). Coping and psychological adjustment among mothers of children with ASD: An accelerated longitudinal study. Journal of Autism and Developmental Disorders, 44(8), 1793-1807. http://doi.org/10.1007/s10803-014-2079-9
  • Betts, S.W., Betts, D.E. & Gerber-Eckard, L.N. (2007). Asperger syndrome in the inclusive classroom: advice and strategies for teachers. Jessica Kingsley.
  • Blatchford, P., Bassett, P., Brown, P. & Webster, R. (2009). The effect of support staff on student engagement and individual attention. British Educational Research Journal, 35(5), 661-686. https://doi.org/10.1080/01411920902878917
  • Booth, T., Nes, K & Stromstad, M. (2003). Developing inclusive teacher education. RoutledgeFalmer.
  • Bowen, M. & Plimley, L. (2008). The autism inclusion toolkit: training materials and facilitator notes. Sage Publications.
  • Broderick, K. & Mason-Williams, T. (2008). Transition toolkit: a framework for managing change and successful transition planning for children and young people with autism spectrum conditions (2nd ed.). BILD Publications.
  • Canavan, C. (2014). Supporting students on the autism spectrum in secondary schools: a practical guide for teaching assistants. Routledge.
  • Carrington, S. & Graham, L. (2001). Perceptions of school by two teenage boys with asperger syndrome and their mothers: a qualitative study. Autism, 5(1) 37-48. http://doi.org/10.1177/1362361301005001004
  • Chamberlain, B., Kasari, C. & Rotheram-Fuller, E. (2007). Involvement or isolation? the social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders, 37(2), 230-242. http://doi.org/10.1007/s10803-006-0164-4
  • Chang, F., Early, D.M. & Winton, P.J. (2005). Early childhood teacher preparation in special education at 2- and 4-year ınstitutions of higher education. Journal of Early Intervention, 27(2), 110-124. https://doi.org/10.1177/105381510502700206
  • Costley, D. (2012). A practical guide for teachers of students with an autism spectrum disorder in secondary education. Jessica Kingsley Publishers.
  • Cumine, V., Dunlop, J., & Stevenson, G. (2010). Autism in the early years: a practical guide (2nd ed.). Routledge.
  • Day, A.S. (2011) Social skills ıntervention for students with autism spectrum disorders: a survey of school psychologists. Doctoral Thesis. Utah State University, Utah.
  • Delmolino, L. & Harris, S.L. (2012). Matching children on the autism spectrum to classrooms: a guide for parents and professionals. Journal of Autism and Developmental Disorders. 42(6), 1197-1204. http://doi.org/10.1007/s10803-011-1298-6.
  • Department for Children, Schools and Families. (2020, September 4). ınclusion development programme primary and secondary. unknown place of publication: department for children, schools and families. http://www.idponline.org.uk/downloads/ps-autism.pdf
  • Dillenburger, K., McKerr, L., Jordan, J.A., Devine, P. & Keenan, M. (2015). Creating an ınclusive society. How close are we in relation to autism spectrum disorder? A general population survey. Journal of Applied Research in Intellectual Disabilities, 28(4), 330-340. http://doi.org/10.1111/jar.12144
  • Dubin, N. (2007). Asperger Syndrome and Bullying: Strategies and Solutions. Jessica Kingsley Publishers.
  • Emam, M.M. & Farrell, P. (2009). Tensions experienced by teachers and their views of support for students with autism spectrum disorders in mainstream schools. European Journal of Special Needs Education, 24(4), 407-422. https://doi.org/10.1080/08856250903223070
  • Farmer, J., & Reupert, A. (2013). Understanding autism and understanding my child with autism: An evaluation of a group parent education program in rural Australia. The Austraillian Journal of Rural Health, 21, 20-27. https://doi.org/10.1111/ajr.12004
  • Fleming, B., Hurley, E. & Mason, J. (2015). Choosing autism interventions: a research-based guide. Pavilion Publishing.
  • Friend, M., & Bursuck, W. (2006). Including students with special needs a practical guide for classroom teachers ( 4th Ed.). Allyn and Bacon.
  • Garbacz S.A., McIntyre L.L. and Santiago R.T. (2016). Family ınvolvement and parent-teacher relationships for students with autism spectrum disorders. Sch Psychol, 31(4), 478-490. doi: 10.1037/spq0000157
  • Goodall, C. (2015). How do we create ASD‐friendly schools? A dilemma of placement. Support for Learning, 30(4), 305-326. https://doi.org/10.1111/1467-9604.12104
  • Gunn K.C.M. & Delafield-Butt J. T. (2016). Teaching children with autism spectrum disorder with restricted interests. A Review of Evidence for Best Practice. 86(2), 408-430. http://doi.org/10.3102/0034654315604027
  • Hammel, A. (2020, November 12). The benefits and drawbacks of mainstreaming students with autism. http://hdl.handle.net/10022/AC:P:18807.
  • Howes, A. (2003). Teaching reforms and the impact of paid adult support on participation and learning in mainstream schools. Support for Learning, 18(4), 147–153. https://doi.org/10.1046/j.0268-2141.2003.00300.x
  • Hume, S. (2008). Transition time: helping ındividuals on the autism spectrum move successfully from one activity to another. The Reporter 13(2), 6-10. http://hdl.handle.net/2022/9529
  • Humphrey, N. & Lewis, S. (2008). Make me normal: The views and experiences of students on the autistic spectrum in mainstream secondary schools. Autism, 12(1), 23-46. http://doi.org/10.1177/1362361307085267
  • Humphrey, N. & Symes, W. (2010). Perceptions of social support and experience of bullying among students with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education, 25(1), 77-91. http://doi.org/10.1080/08856250903450855
  • Jones, G. (2002). Educational provision for children with autism and Asperger syndrome: meeting their needs. David Fulton.
  • Jones, G. (2006). Department for Education and Skills/Department of Health Good Practice Guidance on the education of children with autistic spectrum disorder. Child: Care, Health and Development, 32(5), 543-552. http://doi.org/ 10.1111/j.1365-2214.2006.00680.x
  • Jones G., English A., Guldberg K., Jordan R., Richardson P. & Waltz M. (2020, September 9). Educational provision for children and young people on the autism spectrum living in England: a review of current practice, issues and challenges. file:///C:/Users/focus/Downloads/AET_SummaryReport1%20(3).pdf
  • Kluth, P. (2010). You're going to love this kid! Teaching students with autism in the inclusive classroom (2nd ed.). Brookes Publications.
  • Leach, D. & Duffy, M.L. (2009). Supporting students with autism spectrum disorders in inclusive settings. Intervention in School and Clinic, 45(1), 31-37. http://doi.org/10.1177/1053451209338395
  • Lever, C. (2011). Understanding challenging behaviour in inclusive classrooms. Harlow.
  • Lindsay, G. (2003). Inclusive education: a critical perspective. British Journal of Special Education, 30(1), 3-12. http://doi.org/ 10.1111/1467-8527.00275
  • Maich, K. & Belcher, E.C. (2012). Using picture books to create peer awareness about autism spectrum disorders in the inclusive classroom. Intervention in School and Clinic, 47(4), 206-213. http://doi.org/10.1177/1053451211424600
  • Mastropieri, M., & Scruggs, T. (2004). The inclusive classroom: strategies for effective instruction. Merrill Prentice Hall.
  • Mesibov, G.B., Howley, M., & NetLibrary, I. (2003). Accessing the curriculum for students with autistic spectrum disorders: Using the TEACCH programme to help inclusion. David Fulton Publishers.
  • Minke K. M., Sheridan S.M. & Moorman E (2014). Congruence in parent-teacher relationships. The Role of Shared Perceptions. The Elementary School Journal, 114(4), 527–546. http://doi.org/10.1086/675637
  • Mesibov, G.B. & Shea, V. (1996). Full inclusion and students with autism. Journal of autism and developmental disorders, 26(3), 337-346. http://doi.org/10.1007/BF02172478
  • Mittler, P. (2000). Working towards inclusive education: social contexts. David Fulton.
  • Morewood G.B., Humphrey, N. & Symes, W. (2011). Mainstreaming autism: making it work. Good Autism Practice, 12(2), 62-68.
  • Oliver, M. (2013). The social model of disability: thirty years on. Disability & Society, 28(7), 1024-1035. doi: 10.1080/09687599.2013.818773
  • O’Neill J. (2020, September 8). The SCERTS model: implementation and evaluation in a primary special school. Sunderland: Autism Education Trust. http://www.aettraininghubs.org.uk/wp-content/uploads/2012/05/31.1-ONeill-Evaluating-practice.pdf
  • Park, M., Chitiyo, M. & Choi, Y.S. (2010). Examining pre-service teachers' attitudes towards children with autism in the USA: Examining Pre-service Teachers' Attitudes towards Children with Autism in the USA. Journal of Research in Special Educational Needs, 10(2), 107-114. http://doi.org/10.1111/j.1471-3802.2010.01150.x
  • Perepa P. The National Autistic Society (2020, Novemebr 6). Classroom and playground: support for children with autism spectrum disorders. http://www.autism.org.uk/professionals/teachers/lessons-breaktimes/support.aspx
  • Pfeiffer, D. (2002). The philosophical foundations of disability studies. Disability Studies Quaterly, 22(2),3-23. http://doi.org/10.18061/dsq.v22i2.341
  • Ploog, B.O., Scharf, A., Nelson, D. & Brooks, P.J. (2013). Use of computer-assisted technologies (cat) to enhance social, communicative, and language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(2),301-322. http://doi.org/10.1007/s10803-012-1571-3
  • Reid B. & Batten A. The National Autistic Society (2020, October 6). B is for bullied: the experience of children with autism and their families. http://positiveaboutautism.co.uk/resources/B-is-for-bullied.pdf
  • Sadioğlu, O. (2011). Sınıf öğretmenlerinin kaynaştırmaya ilişkin sorunları, beklentileri ve önerilerine yönelik nitel bir araştırma. Doctoral Thesis, Uludag University, Bursa.
  • Sampath, H., Agarwal, R. & Indurkhya, B. (2013). Assistive technology for children with autism - lessons for interaction design, 11th Asia Pacific Conference on Computer Human.
  • Shelly, S & Golubock S. (2007). If not a cure, then what? Parenting autistic children, Retrieved 28 March, 2020, from.http://www.siautism.net/Articles/IfNotaCure.pdf.
  • Toran, H., Yasin M.H.M., Chiria F. & Tahar M.M. (2019). Monitoring progress using the individual education plan for students with autism. Social and Behavioral Sciences, 7, 701-706.
  • Töret G., (2018). Otizm Spektrum Bozukluğu (OSB): Özellikler. In Diken İ.H. and Bakkaloğlu H. (Eds.), Zihin Yetersizliği ve Otizm Spektrum Bozukluğu (pp.192-222). Pegem Academy.
  • Wall, K. (2004). Autism and early years practice: a guide for early years professionals, teachers and parents. Paul Chapman.
  • Wilkerson, K.L., Perzigian, A.B.T. & Schurr, J.K. (2014). Promoting social skills in the inclusive classroom. The Guilford Press.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Bilimsel Disiplinler
Bölüm Makaleler
Yazarlar

Özge ÇULHAOĞLU (Sorumlu Yazar)
BARTIN ÜNİVERSİTESİ, SAĞLIK HİZMETLERİ MESLEK YÜKSEKOKULU
0000-0001-5317-4213
Türkiye

Deniz Ayşegül SÖĞÜT
BARTIN ÜNİVERSİTESİ, SAĞLIK HİZMETLERİ MESLEK YÜKSEKOKULU
0000-0002-3953-8145
Türkiye

Teşekkür Bu çalışma sürecinde desteklerinden dolayı Özer Çulhaoğlu'na çok teşekkür ederiz.
Yayımlanma Tarihi 15 Aralık 2021
Başvuru Tarihi 10 Mayıs 2021
Kabul Tarihi 20 Ekim 2021
Yayınlandığı Sayı Yıl 2021, Cilt 6, Sayı 2

Kaynak Göster

Bibtex @derleme { ihead935440, journal = {Ihlara Eğitim Araştırmaları Dergisi}, issn = {2528-9624}, eissn = {2528-9632}, address = {}, publisher = {Aksaray Üniversitesi}, year = {2021}, volume = {6}, number = {2}, pages = {235 - 250}, doi = {10.47479/ihead.935440}, title = {Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions}, key = {cite}, author = {Çulhaoğlu, Özge and Söğüt, Deniz Ayşegül} }
APA Çulhaoğlu, Ö. & Söğüt, D. A. (2021). Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions . Ihlara Eğitim Araştırmaları Dergisi , 6 (2) , 235-250 . DOI: 10.47479/ihead.935440
MLA Çulhaoğlu, Ö. , Söğüt, D. A. "Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions" . Ihlara Eğitim Araştırmaları Dergisi 6 (2021 ): 235-250 <http://ihead.aksaray.edu.tr/tr/pub/issue/66165/935440>
Chicago Çulhaoğlu, Ö. , Söğüt, D. A. "Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions". Ihlara Eğitim Araştırmaları Dergisi 6 (2021 ): 235-250
RIS TY - JOUR T1 - Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions AU - Özge Çulhaoğlu , Deniz Ayşegül Söğüt Y1 - 2021 PY - 2021 N1 - doi: 10.47479/ihead.935440 DO - 10.47479/ihead.935440 T2 - Ihlara Eğitim Araştırmaları Dergisi JF - Journal JO - JOR SP - 235 EP - 250 VL - 6 IS - 2 SN - 2528-9624-2528-9632 M3 - doi: 10.47479/ihead.935440 UR - https://doi.org/10.47479/ihead.935440 Y2 - 2021 ER -
EndNote %0 Ihlara Eğitim Araştırmaları Dergisi Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions %A Özge Çulhaoğlu , Deniz Ayşegül Söğüt %T Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions %D 2021 %J Ihlara Eğitim Araştırmaları Dergisi %P 2528-9624-2528-9632 %V 6 %N 2 %R doi: 10.47479/ihead.935440 %U 10.47479/ihead.935440
ISNAD Çulhaoğlu, Özge , Söğüt, Deniz Ayşegül . "Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions". Ihlara Eğitim Araştırmaları Dergisi 6 / 2 (Aralık 2021): 235-250 . https://doi.org/10.47479/ihead.935440
AMA Çulhaoğlu Ö. , Söğüt D. A. Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions. IHEAD. 2021; 6(2): 235-250.
Vancouver Çulhaoğlu Ö. , Söğüt D. A. Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions. Ihlara Eğitim Araştırmaları Dergisi. 2021; 6(2): 235-250.
IEEE Ö. Çulhaoğlu ve D. A. Söğüt , "Students with Autism Spectrum Conditions in Inclusive Educational Settings: Barriers and Solutions", Ihlara Eğitim Araştırmaları Dergisi, c. 6, sayı. 2, ss. 235-250, Ara. 2021, doi:10.47479/ihead.935440
Değerli meslektaşlarım,

IHEAD'ın 6. cilt 2. sayısı yayımlanmıştır. Bir sonraki 7. cilt 1. sayımızın en geç Haziran 2022’de yayımlanması planlanmaktadır. Değerli çalışmalarınızı bu sayımızda yayımlayabilirsiniz.

Mart 2020 itibari ile etik kurul belgesi gerekli olan çalışmalar için Etik Kurul Belgesi alınma zorunluluğu vardır. Söz konusu belge, aday makale yüklenirken sisteme, makale ile birlikte yüklenmelidir.

Dergide aynı yazarın, aynı sayı ve aynı ciltte makalelerinin yayımlanamayacağını ve lisansüstü bir tezden türetilen çalışmalarda tezin sahibi ve danışmanının yazar olarak yer almak durumunda olduğunu; zorunlu olmamakla birlikte varsa ikinci danışmanın da yazar olarak yer alabileceğini; bunların dışında farklı yazarların ise ancak katkıları açıklanmak koşulu ile yer alabileceklerini önemle hatırlatmak isteriz.

IHEAD'ta makale yükleme aşamasında ya da makale yayıma kabul edildikten sonra hiç bir şekilde yazar(lar)dan ücret talep edilmemektedir.