Identification of the processes of preparing Individualized Education Programs (IEP) by special education teachers, and of problems encountered therein

There are qualitative studies aimed at identifying the problems encountered in the course of preparing individualized education programs (IEP). However, these studies are conducted with only a few participants. There is a need to test the results on a larger sample size. A questionnaire based on findings of interview techniques, used in qualitative research methodology, is developed. Using this questionnaire will identify the actual problems based on wider sample size, creating guidance for the required measures and actions. Thus, the purpose of this study is to identify the processes of preparing individualized education programs by special education teachers and of the problems they encounter. The sample group for this study, which utilized cross-sectional screening methods, is 1,000 teachers working in the special education field. At the end of the study, in addition to characteristics of IEP planning, performance measurement and IEP drafting by teachers, findings on problems faced due to teacher, room, material, parent, student, and personnel, in the course of preparation of IEP, were identified

A description of a mother's play guidance for her child with autism in the process of playing by the rules

The purpose of this study is to describe the strategies used by a mother with a child with autism during games activities with peers to provide the child with social skills. The research method of this study is 'a qualitative single-subject case study'. The participants in this research are a mother and her 9-year-old child with autism, one brother and three typically developing peers. The research data were collected through field notes, interviews, audio and videotape recordings during natural interactions between the mother and her child. The strategies the mother used were analysed using video records during games activities in a natural park. The interactions of the mother with her child were examined in the context of a hide-and-seek game. Micro-ethnographic-analysis techniques were used in the analysis of the video records. According to the research data, it was found that the mother with a child with autism made extensive use of 13 different verbal strategies and seven different non-verbal strategies. It was observed that the mother guided her child and the group during the hide-and-seek game, arranged the environment of the games, carried out routine activities both at the beginning and at the end of the games and arranged the games in accordance with the abilities and preferences of the child. These applications bear a resemblance to the model of integrated game groups. As a result, the data from the present research reveal that a mother having a child with autism acts as a guide during the games and uses verbal and non-verbal interaction strategies in this guidance process and by doing so contributes to the process of participation in the games by the child with autism and in the child's social interaction with his peers. © 2011 The Authors. Journal of Research in Special Educational Needs © 2011 NASEN

Hybrid Literacy Instruction Method for Children with Intellectual Disabilities

Due to the lack of a separate literacy instruction method for students with intellectual disabilities, existing methods for typically developing children are mostly used as they are, or sometimes with modifications and adaptations. These methods can be used with various instructional adaptations, for children with mild intellectual disabilities, whereas it is not possible to use them as effectively for children with moderate-to-severe intellectual disabilities due to their cognitive and learning characteristics. While the goal is only to acquire functional reading for children with severe intellectual disabilities, it goes as far as academic literacy for children with moderate intellectual disabilities. The hybrid literacy instruction method was developed by scanning and compiling the results of scientific research in the field of literacy instruction for children with intellectual disabilities. This method comprises of hierarchical stages such as sight word instruction, letter knowledge instruction, monosyllabic word reading instruction, and multisyllabic word reading instruction. Due to the integrated use of three separate strategies, namely the sight word reading strategy, analytical phonic strategy and analogy strategy, it is a hybrid/mixed instructional method