The aim of this research is to examine the classroom assessment and evaluation process of visually impaired students studying in various faculties and departments of university in Ankara during the 2015/2016 academic year based on the students and instructors opinions. The research was designed as a qualitative research and a descriptive phenomenology study. Snowball sampling was used in the formation of the study group. The study group consisted of 17 visually impaired students and 3 instructors. The research data was collected by the semistructured interview forms prepared by the researchers. Descriptive analysis method was used for data analysis. According to the findings of the research, students have difficulties in terms of time, implementation, questions and materials in the assessment and evaluation process. Students have various expectations from the instructors and university management. It can be concluded that the students have difficulties in the measurement and evaluation processes and these difficulties differ according to the students vision levels. In addition, these students should not be treated as typically developing students and the precautions to remove difficulties should be taken in the assessment and evaluation processes in order to show the real success of students.

It is significant to determine function of problem behaviors to develop effective interventions for behaviors demonstrated in preschool inclusion settings. This study aims to present the validity of trial based functional analysis (TBFA) method in determining the functions of behaviors for children with special needs and various problem behaviors who continue their preschool inclusion. Accordingly, TBFA’s results are compared with the results of an effective method, traditional functional analysis (TFA), and consistency between these results are examined. In total, 4 male students between the months of 62-67, one with language disorder and three with autism spectrum disorders, participated in this study. Firstly, TBFA procedure, and secondly TFA procedure was applied. Data related to TBFA is collected through systematic observation, while multi-element design preferred in TFA. As a result, it is found that there is full consistency between TBFA and TFA to determine the functions of problem behaviors of all participants.

In this study, it was aimed to test the TONI 3 intelligence test on the gifted children. The sample of the research was composed of totally 111 gifted students with superior intelligence, 45 of whom are female (40.5%) and 66 of whom are male (59.5%), who study at Izmir Sidika Akdemir Science and Art Center. In the reliability analyses, Kuder Richardson-20 (KR-20) reliability, two half-test and parallel form reliability were calculated. Besides, within the scope of item analysis, item difficulty levels were analyzed. In the validity analysis of the TONI-3 test, criterion-dependent validity was used. For this purpose, the relationship level between TONI-3 test and RSPM and BST tests was determined by Pearson Product-moment formula. According to the results of the research, it was revealed that when the items of the test was used as internal criterion, the internal consistency reliability coefficient of the test was extremely high (KR-20=.91) and the results showed that it could be reliably used on the gifted children in the sample group of the research. As a result of the analysis performed within the scope of uniformity validity, TONI-3 Form A scores showed moderate correlations with RSPM (.48) and BST test (.32).

The aim of this study was to examine the relationships between reasoning, working memory, and language in children with cochlear implants. A battery of tests of language, working memory, reasoning tasks, and speech perception tests was administered to each child. The participants were twenty-five children with deaf who had cochlear implant surgery before the age of 3. Parallel mediation analysis was conducted. The cause of reasoning is the working memory, however this effect is shown with the indirect effects of receptive and expressive language skills. As a result, activities to improve verbal working memory and receptive and expressive language skills might improve reasoning skills of children with cochlear implants.

In this study, the relationship between organizational support perceptions and organizational justice perceptions was examined based on the opinions of both teachers with and without visual impairments. The study group is composed of 154 teachers with visual impairments and 278 teachers without visual impairments working in the spring semester of 2016-2017 academic year. Research data were gathered with “Organizational Justice Perception Scale” and “Organizational Support Scale.” The data were analysed by arithmetic mean, standard deviation, t-test, ANOVA, confirmatory factor analysis, Pearson correlation and regression analysis. It was found that the teachers had organizational justice perceptions. Although the organizational justice perceptions did not differ according to the variables of gender, professional seniority, impairment status, or marital status, it had influence on teachers’ organizational support perceptions. It was also found that the organizational support perceptions did not differ according to professional seniority, impairment status, and marital status, whereas it differed in favour of male teachers.

In this study, it was aimed to examine the cohesion level and summarizing skills of narrative texts of students with and without hearing impairment who were studying in the eighth grade. The study group consisted of 15 deaf students and 15 hearing students studying at eighth grade level in Ankara. Findings showed that there was a significant difference between students with and without hearing impairments in sub-dimensions of summarization and summarization total scores. Students with typical hearing were found to be more successful than the deaf students in terms of meeting the summarizing criteria. Students with typical hearing were found to be higher than students with hearing impairments in the sub-dimensions of the cohesion items and mean average in the frequency in using the cohesion items. There was no significant difference between students with and without hearing impairments in the subscale of subsitution of cohesion level.

Children with autism spectrum disorders (ASD) have significant difficulties in face processing skills. In this study, differential effects of stories presented via a three dimensional (3D) animation and a video were explored on the face processing skills (total fixation duration and total visit duration) of children with ASD and typically developing children. Study groups were consisted of 23 children with ASD and 21 typically developing children between the age of 5 and 12. Results of the study showed that children with ASD displayed differential face processing skills while watching the 3D animation when compared to the video, specifically, children with ASD displayed better fixation skills on face areas during the 3D animation. Study findings also showed that children with ASD showed atypical face processing skills when compared to typically developing children’s face processing skills. Study results were discussed in regard to literature on children with ASD’s face processing skills and potential intervention approaches, and suggestions for future research were provided.

The purpose of the study was to review the research studies thematically which were conducted in elementary and secondary schools in Turkey regarding inclusion. In order to determine the research studies to be reviewed some criteria were decided by the research team. The criteria were (a) the studies should be conducted in elementary or secondary schools, (b) participants of the studies (parents, teachers, students) should be a part of the inclusion process, (c) study should be conducted directly about inclusion process, (d) articles should be published in a peerreviewed journal, and (e) the study should be eligible via electronic data base. Reviewing the research studies depending on these criterion; 78 master’s theses, 9 doctoral dissertations, 55 journal articles with a total of 142 studies were determined. Themes and subthemes were constituted from these studies through content analysis, which is one of the qualitative data analysis methods. According to the themes, there are many research studies conducted for determining the present situation regarding inclusion process in schools whereas there is a small number of studies conducted for solving the determined problems in the studies. In descriptive studies, many problems were determined about inclusion and individuals in the inclusion process. In the future studies, it can be recommended to conduct research studies to overcome the determined problems with the light of previous studies that were designed for solving the problems of inclusion process.