Education materials such as computers, tablets etc. used in the education of normally developing children starting from pre-school, are also used in the education of the children with special needs, albeit inadequately. Computer-aided education has a significant potential in terms of increasing the educational experiences and facilitating the education of the children with special needs. Despite its limited use in our country, the said technology, which has been used in the western world for a long time, has become a tool that supports the academic skills of the individuals with special needs as well as facilitating their daily lives. In this study, literature related to the children/youth diagnosed with ASD were scanned and information has been compiled in such subjects; "the targets set to develop the skills of children/youth diagnosed with ASD through the usage of technologyaided education and the results, thereof, achieved; the content of the programmes that were applied and the differences between desk-based and computer-based education. Even though all the studies were case studies, the outcome shows that technology supported education brings out a more positive development. While obtaining information through the scanning of the said literature, face-to-face interviews were held and relevant questions were asked to the professional staff who work in the field of special education and deal with the children diagnosed with ASD in the TRNC, with the aim of finding out their perspective vis-a-vis the technology aided education of the children/youth diagnosed with ASD. This study aims to provide information, to parents and to experts who work in the domain of special education and to shed a light to researchers who will engage in future, more detailed studies.
The aim of this study is to examine the perceptions of special education teachers on their burnout levels and life satisfaction. In this research, Maswlach Burnout Scale (MBS) and Life Satisfaction Scale (LSS) were used. The population of the study involves 67 special education teachers (35 female and 32 male teachers) who are employed in elementary schools governed by the Ministry of National Education System in Turkish Republic of Northern Cyprus. These schools have special education centers and resource rooms. The findings showed that there are significant differences between the burnout levels of the teachers in terms of their age, their status of working and not working with a specific group of people with disability. The findings also revealed significant differences between their life satisfaction and their field of study. In addition, a perfect negative correlation was found between the participants' scores of MPS and LSS.
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