In this study, education systems of countries -Finland, England and South Korea- which have successful results in OECD’s Program for International Student Assessment (PISA) are compared with Turkey’s Education System that has relatively poor results in the same assessment, in terms of educational structures, objectives, finance and supervision. The analytical method (Bereday Model), which is one of the methods used in comparative education research, was used as the research method. As a result of the research, it has been identified that whether the general, local or balanced models implemented in education systems are not a criterion of the success alone and the structures used are shaped according to the character and cultures of the countries. In the relevant legislation of all the countries compared, in terms of educational objectives, it is evident that they comprehend the universal values of education, but especially raising the individuals who have national values are commonly emphasized in Turkey’s Education System. In addition, the rates of the Gross Domestic Product (GDP) of countries allocated to education are similar; however, it is far behind other countries in spending per student in Turkey. Also, it is determined that the methods applied by the countries in the field of educational supervision are similar to their educational administration structures.

In Turkey, women acquired the right to obtain higher education in 1914. Women’s demand for higher education, the increased number of high schools and the needs of teacher-training schools for girls led to an increase in the number of women in higher education over time. After the nation-building process in 1923, new universities were opened across the country and the number of women in higher education has increased from 22 (0.73%) (in 1914) to 3 675 986 (47.5%) (in 2018-2019). Within this framework, this paper aims to explore how female students’ profiles have changed over the last 100 years. What is the social make-up of the female students who enrolled in universities nowadays? What are the differences and/or similarities among women who attended the universities as first women students and those of today? Drawing on the Eurostudent Survey IV (2011), these questions are elaborated regarding women’s socio-demographic, family and educational backgrounds. Outcomes are discussed within the context of the modernization history of Turkey

The main purpose of this study is to investigate the effects of science fiction movies on prospective science teachers’ learning some science concepts. In addition to this goal, it was also examined as a sub-objective whether the science fiction movies lead to misconceptions in prospective science teachers. For this purpose, the question of “what is the effect of science fiction movies on prospective science teachers’ learning science concepts?“ was asked. In the study, a “science fiction movie watching event” was organised for three three weeks with 20 prospective science teachers. Science fiction movies including science concepts related to earth science, genetics and astrophysics were watched. At the “science fiction movie watching event” on the first week the movie Dante’s Peak about earth science, on the second week the movie Gattaca about genetics and on the third week the movie Contact about astrophysics were watced by study group of prospective science teachers. In order to find answers to the main question of the study, “one group pretest-posttest quasi-experimental design” was used as quantitative research method. In order to assess the effect of science fiction movies on the learning of science concepts, three tests, called concept tests, were developed by the researcher as the data collection tool. The data were collected by applying this concept tests as pretest-posttest. In the study, quantitative and qualitative data were collected together and analyzes were done separately. In the interpretation of the data, the findings were combined and interpreted. After examining the findings obtained from the qualitative and quantitative data, it was concluded that prospective science teachers learned new science concepts with the effect of science fiction movies and updated their current knowledge. At the same time, it was determined that some prospective science teachers made misconceptions with the effect of science fiction movies.

Accounting course is one of the most important and most challenging courses of students in the economics and administrative sciences faculties of universities. This concern changes the attitudes of students towards the course and increases the negative attitudes towards the course. This research aims to evaluate students’ attitudes towards accounting course within the framework of interest, anxiety and necessity. The sample of this study included 300 students studying at Hasan Kalyoncu University Faculty of Economics, Administrative and Social Sciences (FASS) in the academic year of 2017-2018. A questionnaire was applied to the selected students and 168 questionnaires were taken into consideration. Exploratory Factor Analysis (CFA) was applied to the scale and the results were evaluated with Confirmatory Factor Analysis (CFA). In KFA, the scale consisting of 15 items (eight items), anxiety (four items) and requirement (three items) was collected under three factors and 61.816% of the total variance was explained. It was found to be sufficient for analysis. In the CFA, there was a high (-0.76) inverse relationship between interest and anxiety; high in the same direction between interest and requirement (0.94); a negative (-0.70) correlation was obtained between anxiety and necessity. The reliability of the scale was found to be highly reliable (0.80=a<1.00), and it was found to be quite reliable (0.60=a<0.80) in the dimension of anxiety and necessity. In the analysis, the necessity and general attitude towards accounting course were higher in female students; the interest in the accounting course (0.003<0.05), the anxiety (0.002<0.05), the necessity (0.001<0.05) and the general attitude (0.038<0.05) in favor of the students of the business department; (0.001<0.05) and necessity (0.008<0.05) variables were found to be significantly different in favor of 3rd grade students. However, these variables did not show a significant difference according to the grades of the students (interest: 0.542>0.05; anxiety: 0.541>0.05; requirement: 0.704>0.05 and general attitude: 0.690>0.05).

Price and quality are two of the most important elements of higher education marketing. It is widely accepted that quality is an attribute that enhances attractiveness for all goods and services. However, the influence of price on attractiveness is controversial. The aim of this paper is to examine the mediating role of price in the relationship between quality and academic attractiveness in higher education. The population of the research was determined as the first 30 countries hosting the most international students in the world and all countries were included in the sample. Secondary data were used to test the theoretical model, and the data analyzed by structural equation modeling that enabled to test the relations between more than two variables at the same time. Results show that quality has a very strong influence on academic attractiveness and a strong impact on price. However, price has no significant influence on academic attractiveness. Based on these results, it can be concluded that the price is an indicator of quality in the higher education sector, as in other sectors, but the high price does not reduce academic attractiveness of countries. Therefore, countries aiming to develop their share in the international higher education market are advised to determine prices according to where they want to position themselves in the context of quality.

In recent years, the increase in studies of teacher beliefs about math and science teaching has required the development of a tool for evaluating beliefs in these two areas. In this context, Hudson, Kloosterman, and Galindo (2012) developed a scale that was aimed at measuring pre-service teachers’ beliefs that are about confidence, commitment, collaboration, and student thinking in math and science teaching. The scale consists of ten different sub-factors that include 60 items. In this study, it was aimed to adopt this scale. Confirmatory factor analysis was used to determine the factor structure of the scale. As a result of this analysis, the ratio of X2/df was found as 2.13. It was seen that the model shows a perfect fit. The item statistics were obtained by using item analysis. The test-retest method was used to test whether the scale gives consistent results between different applications. There was no significant difference between the two applications. Cronbach alpha internal consistency calculations were used for reliability analysis. The reliability coefficient of the whole scale was obtained as 0.935. When all analyses were evaluated as a whole, the scale was found to be a valid and reliable instrument.

Universities offering English Medium Instruction (EMI) programmes have been gaining in popularity in higher education across the globe. The reasons why students favour EMI programmes and how the medium of language affects employment outcomes have been a matter of debate. However, lecturers’ views on the quality of EMI programmes are often ignored, although they are of vital importance as lecturers are key actors in the process itself. This paper both examines the language-related challenges which academics experience when adjusting to the demands of EMI and also provides an overview of teaching practices in EMI undergraduate programmes. To this end, the study seeks to shed light on three research questions: (1) Which teaching practices do EMI lecturers use? (2) What are EMI lecturers’ views on the implementation of EMI? and (3) What areas of improvement can be identified to enhance the effectiveness of EMI through in-service training? The study comprises quantitative and non-experimental research; it was based on the findings of a survey of academics working in a state university in southern Turkey. To investigate the faculty members’ views, a questionnaire was developed based on a literature review and expert opinions and was distributed to 113 faculty members of different academic ranks. Overall, the results show that the content lecturers seemed to be using a variety of methodological teaching practices in class. However, the use of the native language by lecturers to help students’ comprehension needs to be studied carefully. Most of the participants agreed that EMI necessitates tailored training. The faculty members also believed that there has to be a collaboration between the content lecturers and the language teachers in the Preparatory Year Programme (PYP). By examining content lecturers’ teaching practices and views on the implementation of EMI, the findings of this study can help university administrators to evaluate and enhance the effectiveness of EMI programmes.

Along with the fourth industrial revolution called Industry 4.0, there have been enormous changes in the world of work, which calls for the development of a well-qualified workforce. Thus, the current study examined the current situation, needed workforce qualifications, and career services for preparing the future workforce to the world of work in terms of Industry 4.0 in Turkey. Using a phenomenological approach, semi-structured interviews were conducted with the academicians who have a theoretical and experiential background about the relevant topic in Gaziantep which is the one of important industrial towns of Turkey. The results indicated a lack of infrastructure, research-development, awareness and vision, and the need for education in Industry 4.0 as well as some occupations that will be gone and will grow. According to cluster analysis, two dimensions of the needed qualifications of the workforce were yielded, indicating domain competencies and soft and transferable skills. The findings addressed the need for developmental career approaches, which were discussed in the paper.

The purpose of the present study was to evaluate academic procrastination behaviors of university students based on some individual variables such as gender, whether to use alcohol and smoking, whether to have a mobile phone and personal computer with internet access, the period of daily Internet use, the purpose of internet use, whether to choose the department willingly and satisfaction of the present department and some environmental variables faculty, grade, accommodation, whether to have internet access in accommodation. The study group consisted of 615 (71.3%) female, 242 (28.1%) male, and 5 (.6%) no-gender-stated university students who studied at a state university in north-eastern Turkey. The age of the students in the study group ranged from 17 to 40, and the mean of ages was 20.88 (Df: 2.40). The data of the study were collected with a Personal Information Form and Academic Procrastination Scale prepared by the researchers. The study concluded that academic procrastination behaviors of university students differentiated depending on the use of alcohol and smoking, whether to choose their department willingly, the satisfaction of the department, the period of daily Internet use and the purpose of internet use; however, there were not significant differences between those behaviors and gender, faculty, grade, accommodation, whether to have internet access in accommodation and whether to have a mobile phone and personal computer with internet access. The findings were discussed in the light of the literature. It is thought that the results of the study are important for determining some individual and environmental variables that affect academic procrastination behaviors of university students, and they may be a guide for field researchers.

This research has aimed to investigate the effect of music education on handicapped individuals’ developmental features. Music education is one of most significant keys in the development of handicapped individuals as it motivates them to be more sociable, helps those individuals to gain gesture coordination, enables them to join a special group and to solve a problem with cooperative learning, contributes to their cognitive, affective, mental, linguistic and psychomotor development, helps them to transfer these acquisition and development to their lives, and supports individuals in becoming environmentally- conscious and acquiring sense of responsibility. In this qualitative study which is based on literature review method, the formative contribution of musical education to different handicapped groups has been emphasized on. Unfortunately, in our country, the number of study on music education and on handicapped content is so limited that this study is very valuable in terms of a fresh contribution to this field. In this context, the notion that this study will light the way of future studies is pleasing.

Bu çalismanin amaci, Türk üniversitelerinin dünya çapinda üniversite olma baglaminda misyon ve vizyon ifadelerinin yurt disi üniversitelerle karsilastirmali olarak incelenmesidir. Çalisma nitel arastirma yöntemlerinden “durum çalismasi” deseninde gerçeklestirilmistir. Mevcut durumu sayisal olarak inceleyebilmek için “doküman analizi” yönteminden yararlanilmistir. Çalisma ile ilgili verilere Ortadogu Teknik Üniversitesi Enformatik Enstitüsü tarafindan yayimlanan 2018-2019 Dünya Üniversiteleri Siralama Listesi kapsamindaki 87 Türk ve 16 yurt disi üniversitelerinin web sayfalarindan, stratejik planlarindan ve kalite dokümanlarindan ulasilmistir. Veriler betimsel analiz yöntemiyle Excel ve Voyant Tools yazilim programlari kullanilarak analiz edilmistir. Çalismada kullanilmak üzere gelistirilen modele göre belirlenen 14 tema ekseninde misyon ve vizyon ifadelerinin kodlamalari yapilmistir. Çalisma sonuçlarina göre Türk üniversitelerinin misyon ve vizyon ifadelerinde dünyada öncü/lider/saygin olma, uluslararasilasma, yenilikçilik, girisimcilik, kalite ve yetkinlik/yeterlilik temalarinin daha fazla yer aldigi görülmüstür. Ayrica, örneklemde yer alan dünya siralamalarinda ilk 1000 içindeki 16 yurt disi ve 13 Türk üniversitelerinin misyon ve vizyon ifadelerinin oldukça benzer oldugu ve esneklik, performans yönetimi, ögrenci odakli, akademik özgürlük ve kurumsal özerklik gibi temalarin ifadelerde çok az yer aldigi görülmüstür. Bulgular literatürdeki tartismalar baglaminda degerlendirilmis ve gelecek çalismalar için bazi önerilerde bulunulmustur.

Bu çalismada, Türkiye Bilimsel ve Teknolojik Arastirma Kurumu (TÜBITAK) 4004 Doga Egitimi ve Bilim Okullari proje destegi kapsaminda yürütülen “Engelli Üniversite Ögrencilerine Kapsayici- Engelsiz Kampüs Tasarimi Egitimi” projesi ve proje sonuçlari incelenmistir. Engelsiz kampüs tasarim ve uygulamalari, engelsiz tasarim sürecinin odaginda yer alan kullanicilarin yalnizca fikrinin alinmasi seklinde basit bir süreci degil, tasarimciyla kullanici arasinda dogrudan etkilesimin gerekli oldugu bir süreci içermektedir. Kapsayicilik ve kullanici merkezlilik, tasarim süreçlerine katilim boyutunu dâhil ederken, tasarimdan etkilenen bireylerin tasarimla ortaya çikan karar süreçlerinde aktif rol almalarini ifade etmektedir. Bu proje, Erciyes Üniversitesi Merkez Kampüsü’nde sekiz günlük bir egitimin de içerisinde yer aldigi bes ay süreli bir etkinlik programi çerçevesinde gerçeklestirilmistir. Proje ile Kayseri ilindeki yüksekögretim kurumlarinda egitimine devam eden lisans ve ön lisans düzeyindeki 30 engelli ögrenci, proje egitmen ve uzmanlari ile bir araya gelerek kapsayici-engelsiz tasarim konusunda çalismalar yapmislardir. Proje ile ögrencilere tasarim bilgisinin anlasilir bir biçimde aktarilmasi ve tasarima iliskin bilimsel ve yaratici düsünme kabiliyetlerini, yaparak ve yasayarak gelistirmesi için görsel ve isitsel agirlikli etkilesimli uygulamalara odaklanan teorik bilgiler aktarilmistir. Bilgi aktarimi sonrasinda proje alanini yerinde degerlendirmeye dayali arazi arastirmalari yapilmis ve kampüsün mekânsal sorunlarinin tanimlanmasi ve çözüm önerilerinin gelistirilmesi amaciyla atölye çalismalari gerçeklestirilmistir. Ortaya çikan bilgi ögrenciler tarafindan yazili, çizili ve görsel anlatimlarla ifade edilmistir. Kampüse iliskin algilarini kampüste yasam, kullanim alanlari, güvenlik, aidiyet, mutluluk ve erisilebilirlik basliklari altinda degerlendiren ögrenciler, kampüste karsilastiklari sorunlari ve çözüm önerilerini iç mekân düzenlemeleri, dis mekân düzenlemeleri ve sosyal yasam konularinda detaylandirmislardir. Projenin katilimcilar üzerinde olusturdugu etkiyi ölçmek ve projenin amacina ulasilma durumunun degerlendirilmesine yönelik olarak ise katilimcilar ile egitim basinda ön test ve egitim sonunda son test uygulamalari yapilmistir. Bu uygulamalar, çevresel farkindalik, sosyal giriskenlik, tasarim, erisilebilirlik ve engelsiz tasarim degiskenlerine dayali olarak gerçeklestirilmistir. Ön test ve son test uygulamalarinda istatistiksel olarak anlamli farklar bulunmustur. Son test uygulama sonuçlarinda, ön test sonuçlarina göre ortaya çikan artis ve son test için her bir faktörde hesaplanan artis, egitim öncesinde öngörülen beklentileri karsilamis, egitimin amaç ve hedeflerine istatistiki olarak da ulasildigini göstermistir. Bu tür bir egitimin, basta yüksekögretim kurumlari olmak üzere yapili çevrelerin tasarim kapsayicilik düzeylerinin artirilmasi konusundaki yeni çalismalara yol gösterici olacagi düsünülmektedir.

The aim of this study was to investigate the relationship between childhood traumatic experiences and close relationships in university students. The universe of this descriptive, cross-sectional study consisted of all first-year students studying in the field of health at Zonguldak Bülent Ecevit University in 2016-2017 academic year and the sample of the study included 830 students who agreed to participate in the study among these students. Data were collected using “The Descriptive Information Form” prepared in line with the literature by researchers, “Childhood Trauma Scale” and “Experiences in Close Relationships Inventory”. The data were evaluated in SPSS 22.0 program. Means, percentages, independent samples t-test, Pearson correlation test and One-Way ANOVA test were used for data evaluation. The mean age of the students was 19.25±1.68 and 72.3% were female. 20.4% were nursing students. 8.3% of the students stated that they had nuclear type families and 44.3% of the students reported that their parents were separated for a period. 57.3% of the students described their parents’ parenting attitude as protective. Women, those who live alone with their family or friends, those who have a period of separate parents, those whose mother has a doctorate degree, whose father is illiterate, who have a high level of income and those who received psychological help in the last year and those who did not have any friends had more traumas (p<0.05). It was found that as physical and emotional traumas experienced during childhood increased, avoidance in close relationships increased (p<0.05) and as the physical, emotional and sexual traumas experienced during childhood increased, avoidance increased (p<0.001). It is needed to focus on the research about investigation of childhood neglect and of children and adolescents in order to establish healthy relationships in later life, to increase the number of research to determine the factors affecting the traumatization by examining the family structures of children raised in different socio-cultural structure.

This study seeks to adapt the Organizational Culture Assessment Instrument to Turkish and to assess whether its psychometric properties are suitable for use in higher educational institutions. Since the Organizational Culture Assessment Instrument is heavily used in the international higher education literature, evaluating whether the psychometric properties of this scale are appropriate for a Turkish cultural context has increased in importance. This importance is further compounded when one considers that competition in higher education has taken on a global and intercultural dimension and that the internationalization of higher education has witnessed a rapid increase in recent years. Despite this scale’s extensive use within Turkish literature on higher education, no study testing its validity was found. The study group consisted of 417 academic personnel employed in Turkish state and foundation universities. The study’s findings revealed that three types of organizational cultures existed in universities: innovative team culture, competitive culture, and hierarchal culture. A CFA confirmed that the three-factor model of the scale exhibited acceptable fit. Both the scale’s discriminatory power and the internal reliability values for its sub-factors were found to be high. The study’s findings present strong evidence indicating that the Organizational Culture Evaluation Scale constitutes a valid and reliable measurement tool for assessing organizational culture in universities.

In this study, it is aimed to describe how students participating in international programs perceive the classroom atmosphere and what their classroom interactions are. Moreover, the study investigates whether there are relationships between the communication of the international students of varying levels of Turkish language competence with their peers and their behaviours in the class and their level of language competence. The study group of this research employing the descriptive method is comprised of 63 undergraduate students coming from different countries to study in different faculties of Mugla Sitki Koçman University. Data was collected from international students who voluntarily participated in the study. The Snowball sampling method was used in the study. The relationships between the cooperation and participation behaviours of the students with a low and high level of language competence were investigated, and some suggestions were made. It was found that the international students’ perception of the teacher is positive and that they see their teachers as more willing to help them than their peers. International students generally prefer seeking help from their teacher more than from classmates. International students prefer listening rather than speaking in a classroom setting. Verbal participation for international students is a stressful situation. It was also observed that the students with a low level of language competence cooperate with their classmates less than the ones with a relatively higher level of competence. International students prefer listening more than oral participation in the classroom.

Nursing education in Turkey is given in different diploma degrees as a bachelor, master’s degree, and doctoral education. One of these is Internal Medicine Nursing Doctorate education. The aim of this study was to highlight the importance of doctoral training for the nursing profession and to present numbers of current students, new registry, and graduates from internal medicine nursing doctoral education according to years. Data from Internal Medicine Nursing PhD program from 1999-2000 academic year to 2016-2017 were examined. In this data, the number of new enrollments, the number of students, and the number of graduates are evaluated. The data up to 2013 were taken from Measurement, Selection, and Placement Center, and the data for the following years were received from the Council of Higher Education. The number of new registries and graduate students before and after 2010 was examined as two different periods. Accordingly, it was determined that there were 74 newly enrolled students and 31 graduate students in total, from 1999-2000 academic year to 2009-2010 academic year. In the following period between 2010-2018, although the data of 2 years are missing, the number of new registry and graduated students was 116 and 62, respectively. Although there is an increase in the number of students doing a doctorate in the field of Internal Medicine Nursing every year, it was seen that the number of institutions providing education on the basis of the Department of Internal Medicine Nursing and the number of doctoral students are still not at the desired level.

The aim of the study is to determine the interested disciplines, used methods, the cause-effect relationships, and the solution proposals developed for the identified problems in the graduate thesis written in the field of financial literacy in Turkey. In this context, 63 theses were examined by the content analysis method. It was determined that at least one graduate thesis was written about financial literacy in 40 different universities in 32 different provinces. Sakarya University is the one with the highest number of undergraduate thesis written on this subject. It was found that 31.74% of the graduate thesis studies on financial literacy were carried out for university students, and the researches covered a total sample size of 30663 units. The most used dependent variables in the researches were financial knowledge level, financial behavior and financial attitude, and the demographic data as an independent variable. It was determined that the most discussed solution proposals developed for the identified problems in the theses were education, strategy, awareness, project, and cooperation.

There has been a worldwide increase in the number of international students in recent years. This increase is expected to continue in the future. Congruent with the international trend, there is a body of Turkish students studying abroad for the purpose of higher education. However, the number of studies on international Turkish students is limited. The primary purpose of this study was to examine the reasons why undergraduate or graduate international Turkish students studying at a state university in the Midwest region of the United States preferred international education. To achieve this purpose, the present qualitative study was devised. A total of 19 students from differing levels of higher education participated in the study. The dataset was created from the semi-structured interviews with the participants. Data analysis yielded that the institutional culture in the educational institutions that Turkish students attend before they go abroad significantly motivates them to get an international education. In addition, such variables as prior abroad experiences, encouragement from the family, the fact that there is no program for the desired area of study in Turkey, the goal to work at a prestigious university, desire to visit different places and wish to migrate to host country are also effective in their decision to study abroad. Moreover, the results show that Turkish students pay the most attention to university ranking and (at the graduate level) the advisor that they will work with when they choose a university for their study abroad. According to the results of the study, Turkish students are of the opinion that international education allows them to improve themselves in a cosmopolitan environment while it helps them to adopt a new vision that they would not have acquired at home.

Massive open online courses (MOOCs) are free courses provided by different universities or independent instructors, which may have massive learner numbers. In the context of lifelong learning, MOOCs present self-regulation based learning experiences for both individual and professional development. This study is a qualitative holistic single case study that seeks to examine the views of preservice teachers in the field of instructional technologies about the course designs of programming related MOOCs. Accordingly, 34 preservice teachers in the field of Computer and Instructional Technologies (CEIT), participated in the study. Participants completed at least one MOOC through the semester. Semi-structured interviews were used to gather the views of participants. Inductive content analysis steps were conducted to examine the data obtained. Content analysis of views of participants revealed nine different themes, namely; narrative-instructor, feedback-technical support-mentoring, presentation, practice, knowledge readiness, media attributes, assessment-evaluation, course duration, language barriers, and advertisements. It was also identified that the views of preservice teachers are mostly (71%) positive about MOOCs. In the context of themes revealed, several suggestions were made in reference to online course design and using MOOCs in specific topics as programming education.

The aim of this study is to determine the exam anxiety level of the students at Pamukkale University School of Physical Therapy and Rehabilitation. The sample of the descriptive study was 615 students attending Pamukkale University School of Physical Therapy and Rehabilitation. The data were collected by demographic information form and Revised Test Anxiety Scale. Total score and four subheadings (Anxiety, tension, irrelevant thought, physical response) were examined. Of 615 student in the study 318 (51.7%) were female, 297 (48.3%) were male and mean age was 21.93±1.66 (min-max: 18-32) years. The 303 students were assessed before the theoretical exam and 312 students were assessed before the practical exam. The 244 (39.6%) of the participants were 2nd grade, 205 (33.3%) were 3rd grade and 166 (26.9%) were 4th grade. Significant differences were found except for the irrelevant thought subheading (p<0.05), the 3rd grade students had higher anxiety scores (p= 0.002). The exam anxiety was experienced more during the practical exam (p= 0.001). Anxiety, tension and physical response were also found to be higher before the practical exam (p = 0.001). Exam anxiety of the students of Physical Therapy and Rehabilitation students increases at the 3rd class and during practical exams. For this reason, we think that the reasons for the high test anxiety that students have experienced in certain classes and exam types should be investigated and studies should be done to reduce this anxiety.

This research has aimed to investigate the effect of music education on handicapped individuals’ developmental features. Music education is one of most significant keys in the development of handicapped individuals as it motivates them to be more sociable, helps those individuals to gain gesture coordination, enables them to join a special group and to solve a problem with cooperative learning, contributes to their cognitive, affective, mental, linguistic and psychomotor development, helps them to transfer these acquisition and development to their lives, and supports individuals in becoming environmentally- conscious and acquiring sense of responsibility. In this qualitative study which is based on literature review method, the formative contribution of musical education to different handicapped groups has been emphasized on. Unfortunately, in our country, the number of study on music education and on handicapped content is so limited that this study is very valuable in terms of a fresh contribution to this field. In this context, the notion that this study will light the way of future studies is pleasing.