Early Childhood Intervention and Early Childhood Special Education in Turkey Within the Scope of the Developmental System Approach

Diken, İbrahim Halil; Bayhan, Pınar; Turan, Figen; Sipal, R. Firat; Sucuoğlu, Bülbin; Ceber-Bakkaloglu, Hatice; Günel, Mintaze Kerem; Kara, Özgün Kaya

doi:10.1097/iyc.0b013e318268541d

Cited by 26 publications

(20 citation statements)

References 2 publications

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“…The coverage of preschool education has extended significantly in the last two decades, increasing the number of children enrolled in preschool programmes by approximately 800% between 1997(World Bank 2013. With respect to children with diagnosed disabilities, compulsory preschool education also begins at the age of 36 months (Diken et al 2012). Young children with disabilities may receive preschool education and related services in special education schools, special education classrooms or inclusive classrooms, depending on the severity of their disabilities and decisions made by professionals working in Guidance and Research Centres (GRCs).…”

Section: Introductionmentioning

confidence: 99%

“…This law ensures educational rights of children with disabilities and regulates special education services. According to the law, the GRCs are responsible for evaluating children with disabilities and identifying their educational needs, and organising and providing special education services through the development and implementation of IEPs (Diken et al 2012;Karasu 2014;Rakap and Kaczmarek 2010).…”

Section: Introductionmentioning

confidence: 99%

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Quality of individualised education programme goals and objectives for preschool children with disabilities

Rakap

2014

European Journal of Special Needs Education

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Individualised education programmes (IEPs) are the road maps for individualising services for children with disabilities, specifically through the development of high-quality child goals/objectives. High-quality IEP goals/objectives that are developed based on a comprehensive assessment of child functioning and directly connected to intervention and evaluation activities are more likely to support the individualisation of services and as a result, child development and learning. High-quality goals/objectives allow professionals or other caregivers to know what to teach, when to teach and where to teach. The purpose of this study was to examine the quality of IEP goals/objectives developed for preschool children with disabilities in Turkey. A total of 2235 IEP goals/objectives developed for 100 preschool children with disabilities were rated using Goal Functionality Scale III and IEP/Individualised Family Service Plan Goals and Objectives Rating Instrument. Results indicate that the overall quality of IEP goals/objectives for preschool children with disabilities is generally poor. Moreover, the quality of IEP goals/objectives does not vary based on child's age, disability status and developmental domain. Consistent and systematic low quality of goals and objectives across IEPs, age levels, disability status and developmental domains warrants the development of clear guidelines for professionals to use while writing IEP goals/objectives for young children with disabilities. Both pre-and inservice teacher training programmes should emphasise how to write high-quality IEP goals/objectives that can guide the individualisation of instruction, intervention and other services based on the unique needs of each and every child.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Quality of individualised education programme goals and objectives for preschool children with disabilities

Rakap

2014

European Journal of Special Needs Education

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“…In Turkey, there has been historical recognition of the importance of early childhood to later development. Although schools for 5‐ and 6‐year‐olds existed in the 13th century, it was not until the late 20th century that early childhood progams to improve later outcomes gained momentum (Diken et al., ). For example, the Turkish Early Enrichment Project that began in the early 1980s has reported long‐term impacts 22 years later (Kagitcibasi, Sunar, Bekman, Baydar, & Cemalcilar, ).…”

mentioning

confidence: 99%

“…Diken et al. () suggested three immediate needs from a program perspective: valid assessment tools, tested intervention models, and greater numbers of qualified service providers. This article is focused on the development of valid parenting assessment tools that can be used for intervention for all parents and children.…”

mentioning

confidence: 99%

Turkish Validation of the PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes)

Bayoğlu

Ünal

Elibol

et al. 2013

Infant Mental Health Journal

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Early positive parent-child interactions are important for child development. Intervention research focused on increasing positive parentchild interactions has demonstrated increases in desired parenting behaviors and improvements in child outcomes. Parent-child interaction research in Turkey has been limited because of the need for reliable and valid measures of parent-child interaction. The aim of this study was to explore the validity and reliability of a Turkish version of a psychometrically strong measure of parent-child interaction that was developed in the United States: the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO). Mother-child interactions during a free-play situation were scored using the Turkish translation of the PICCOLO. The Turkish PICCOLO demonstrated good reliability and validity; as good as that demonstrated in the original English-language PICCOLO psychometric study. The Turkish PICCOLO meets the criteria established for a tool that will facilitate parent-child interaction research in Turkeyand appears to be practical and functional in evaluating the quality of parent-child interaction.

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“…Bayhan and Sipal () and Diken et al. () provided an overview of early intervention and early childhood special education, but did not address the issue of rights. Ciyer () studied the roles of United Nations Educational, Scientific and Cultural Organization (UNESCO) and local educators in developing inclusive educational practices in Turkey, and Rakap and Kaczmarek () reported on teachers' attitudes toward inclusion in Turkey.…”

Section: Peer‐reviewed Research About Special Education In Turkeymentioning

confidence: 99%

Analysis of Special Education Policy in Turkey and United States: Improving Turkey's Policy for Students with Intellectual Disability

Meral

Turnbull

2014

Policy Practice Intel Disabi

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The authors compare the special education law of Turkey with comparable law of the United States. The basis of the comparison is the legal framework represented by the six principles of the special education law of the United States, the Individuals with Disabilities Education Act. Within each principle, the special implications for students with intellectual disability are noted. Suggestions for improving Turkey's special education law are made. These relate principally to the principles of zero reject and issues related to discipline; appropriate education, and issues concerning related services and supplementary aids and services; least restrictive environment as related specifically to students with intellectual disability; procedural due process and issues related to notice from schools to parents and dispute resolution; and parent participation. By contrast, there seems to be no reason for Turkey to modify its law with respect to the principles related to nondiscriminatory evaluation. The analysis suggests that Turkey's special education law, being largely comparable with the United States' but still appropriate for Turkey as a homogeneous, single-language, Muslim country, may be appealing to countries that are similar to it and that, like Turkey, aspire for modernism in education.

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Early Childhood Intervention and Early Childhood Special Education in Turkey Within the Scope of the Developmental System Approach

Cited by 26 publications

References 2 publications

Quality of individualised education programme goals and objectives for preschool children with disabilities

Quality of individualised education programme goals and objectives for preschool children with disabilities

Turkish Validation of the PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes)

Analysis of Special Education Policy in Turkey and United States: Improving Turkey's Policy for Students with Intellectual Disability

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