The aim of this study is to examine the interactional behaviors of the parents who have a child with autism spectrum disorder (ASD) in terms of various variables. In this descriptive survey study, the participants were 24 parents who have a child with ASD within 36-72 months-old age range. The data were collected through video records of interactions of parents and their child, and were analyze dusing a statistical program. The results showed that the parents who have a child with ASD had low interaction scores in the subscales of emotional expressive and responsive-interactional behaviors. Their scores in the subscale of guiding and success-oriented interractional behaviors were high, meaning that they are extremely success-oriented. It was not found a noteworthy difference in terms of the variables that ASD probability of child, child’s gender, and educationa lstatus of the parents’, during the mother-child and the father-child interactions.

The purpose of this study is to determine the effectiveness of teaching subtraction facts using the touch math technique offered with direct teaching method to students with autism spectrum disorders[ASD]. This study also examines maintenance effect after the end of teaching, generalization effects across different individuals and environment as well as social validity about teachers’ views with touch math technique. One of the single subject research designs, a multiple probe design across participants, is used in this study. Participants of the study consist of three male students aged between 10 and 11 who have been diagnosed with ASD attending a Primary School in Bolu central province. Research findings have shown that touch math technique offered with direct teaching method effective in teaching basic subtraction skills to students with ASD. Results of this study also show that students with ASD can sustain the skills they have learned after 7, 14, and 21 days when they learn subtraction and they can generalize this skill across different individuals and environment. In addition the social validity results demonstrated that all the teachers have positive views towards the touch math technique.

Today we frequently encounter the concept of autism which has been in our lives for the last 75 years. The frequency of autism was 1/10000 in the early years, however today it increased with the ratio of 1/68 and depending on this frequency of autism, autistic students has increased as well in the general education classes. Therefore, we aimed to investigate the ideas of pre-school teachers on inclusion the children with autism. Basic qualitative research method was used in the study; opinions of the teachers were taken through semi-structured interview questions. As a result of the conducted content analysis, it was seen that teachers generally know the basic features of autism, they want children with autism in their classrooms; because mainstream education is more useful for the child with autism, if a child with autism attends their classroom, they will try to get to know the child, they will communicate with the family, prepare an educational program and they will inform other children and families. Findings were discussed in the light of relevant literature and recommendations were developed in parallel with these findings.

“Multisensory stories” are one of the reading materials that appeals to multi-senses, and described as stories which are prepared on an individual basis for the individuals with profound intellectual disability and multiple disabilities. In this study, effectiveness of multisensory storytelling teaching with the method of constant time delay procedure on understanding the story listened by the students with multiple disabilities and visual impairment was investigated. Multiple probe design across subjects was used in this research. 2 female and 1 male students who are 11-15 years old, with visual impairment and autism participated in this study. The dependent variable is the level of understanding the story for blind students with multiple disabilities, the independent variable is the practice of telling multisensory stories introduced with the method of constant time delay procedure. After teaching sessions, the level of correct answering the questions asked regarding the stories they listened increased for each participants.

The purpose of this study is to identify the think aloud protocols utilized in the assessment of cognitive and metacognitive strategies that are used in the process of mathematical problem solving by the students with learning disabilities (LD). Regarding the purpose of the study, the strategies required in mathematical problem solving are firstly clarified, and students’ mathematical problem solving difficulties are stated. Secondly, the use of think aloud protocols for the assessment ofcognitive and metacognitive strategies in mathematical problem solving are identified, and the related research findings are discussed. Thirdly, the information about the educational implications of assessment results concerning the application of think aloud protocol is provided. In conclusion section, suggestions are made for addressing the needs of research focused on cognitive and metacognitive strategies used by students with learning disabilities and their peers.

There are several questions about the definition of inclusion, legal and educational requirements for inclusion, features of inclusive settings, and families’ and teachers’ current states in inclusive education framework in Turkey. In this respect, quality of inclusion may affect lots of dimensions about inclusion. Quality of preschool inclusion is important in terms of implementation and effectiveness of practices, as well as services delivery. In recent years, literature has been focused on “how” to deal with inclusion and how to make it qualified rather than the meaning of inclusion. Preschool inclusion quality, characteristics of high-quality inclusion programs and evaluation of quality issues are discussed in this article.

The linguistic limitations of students with hearing impairment negatively affect their writing skills. Studies demonstrated that writing skills are important for literacy development and that they should be developed in accordance with the needs of students. The general goal of this research is to examine the written expression courses which have been planned for the effective development of the hearing-impaired youngsters’ written expression skills. The methodology of the study is action research. Data was collected from seven hearingimpaired students attending the second year of the program in Computer Operator Training at the School for the Handicapped (SfH) located at Anadolu University in the fall and spring semesters of the 2014-2015 academic year. Collecting archival data were video records, writing lesson plans and reflections, examining the students’ portfolios and notebooks, and research journal. It was found that prewriting, drafting, revising/editing, and publishing stages of the students’ writing process were similar to those described in the literature, but they took place in a cyclical manner. At the end of the research, the students were actively involved in drafting, revision/editing phases and written products reflect the strategies carried out in the process. When the writing processes of the texts were examined, it was observed/determined that the strategies were taught directly and metacognitively and the strategy of modelling was used extensively.