The purpose of this article is to discuss ClassWide Peer Tutoring (CWPT) strategy as an effective educational procedure in including students with learning disabilities in general education classroom. In addition to describing CWPT, this article mainly presents a case study in which a primary educator teacher worked collaboratively with an educational researcher in a second grade Greek classroom to examine the impact of CWPT on students? word-spelling performance, as monitored on curriculum-based assessments. Data were collected by applying pre- and post-tests. Results indicated that all students, including those being at risk of having learning disabilities, improved their performance. The article concludes with a discussion of the procedure and areas of future research and application.

The main purpose of this action research was to examine the interactive behaviour of a mother who has a child with a hearing loss and the way these skills were supported in the context of parent guidance process. The data were collected by the video recordings of the parent guidance sessions, audio recordings of session evaluation meetings among the authors, audio recordings of mother interviews, educational plans and reflective journals. Eight parent guidance sessions were conducted in total. In order to examine the interactive behaviors of the mother, 10 minute-long mother-child interaction recordings were used as representative in the second, fourth, sixth and eighth sessions. The inductive analysis were used to analyse the data. As a result of the analysis, five interactive behaviours were established under two main themes and the frequency of these behaviours was obtained. Depending on the mother’s interactive behaviour action plans were emerged. Findings of this study indicated that while mother’s behaviours that support interaction gradually increased, the behaviours that negatively affect interaction decreased throughout the parent guidance sessions. It was suggested to maintain the parent guidance process throughout the early childhood period.

The purpose of this research is to determine the effectiveness of Functional Vision Activity Program on development of the tracking skills among the functional vision skills of a child with low vision in the pre-school period. While, in the research, Functional Vision Activity Program is applied to a child to assess the effectiveness of the program, “case study” was preferred. The attendent of the research is a 5 years old girl who was diagnosed with low vision and studies at the Primary School for the Visually Impaired under Ministry of National Education in province of Ankara during the term of 2014-2015. Functional Vision Activity Program was prepared and applied in the research to improve the performance level of the child with low vision in exhibiting the tracking skills among the functional vision skills within the near visual space. Application process of the program finalized in total of 20 sessions including the application and assessment sessions. 14 of these sessions were conducted as application, while the remaining 6 was held as assessment sessions. By analyzing the coded data via Functional Vision Activity Program Assessment Instrument, data analysis completed and findings were obtained. The application of the Functional Vision Activity Program causes positive improvements of performance level of the child in exhibiting her tracking skills among the functional vision skills. Finally, the findings of the study were discussed and suggestions were provided.

This study compares the interactional behaviors of mothers of children with autism spectrum disorders (n=34) and mothers of typically developing children (n=28) through mother-child dyads. Participating mothers and their children were recorded while playing in an unstructured environment. Data were analyzed using five distinct mother interactional behavior categories and mother reinforcements used during the interactions. Mother interactional behaviors were: Directiveness, achievement orientation, responsivity, warmth and un-engagement. Study results were discussed in regard to the interactional behaviors of mothers of children with ASD and TD with their children and suggestions for future research were provided.

The aim of the research is to determine teacher priorities on identifying gifted children. The study is based on the principle of comparison of seven different specifications which were determined by literature and professionals majored in gifted education according to the judgments of the primary and secondary school teachers using pairwise comparison method according to various demographic variable. In that particular scaling study, specifications of gifted children have been summarized in seven statements. These seven statements have been asked 785 teachers in Ankara province to compare by using pairwise comparison. As a result of scaling study, that teacher’s first specification choice for nominating students as gifted has been found as awareness to nature and social events specification and the last choice has been found as leadership in entourage and in school environment. Based on all demographic variable, teacher’s first specification choice for nominating students as gifted has been found as awareness to nature and social events.