Teaching Mathematical Skills to Individuals with down Syndrome: A Content Analysis Study

The aim of this study is to reveal the trends in studies on teaching mathematical skills and individuals with Down Syndrome (DS) from various perspectives by analyzing the content of scientific research articles in this field. As a result of literature review conducted for this purpose, a total number of 62 articles which can be accessed in full text searched in international databases between 1988-2019 were included in the study. The articles were subjected to content analysis. According to the results of the analysis, the number of studies on mathematics and DS has increased in the recent years and research subjects mainly composed of counting skills, teaching mathematics to individuals with DS in inclusive classrooms and using technology to enhance mathematical skills of indviduals with DS. It was found that individuals with DS were preferred as the sample group of the studies examined and qualitative and single-subject research designs were frequently used in the studies. Results are presented with frequencies and percentages and discussed with relevant literature. Keywords: Teaching mathematics, Down syndrome, content analysis

Using technology for improving attitudes of students with intellectual disability towards mathematics

Advancements and innovations in technology enhanced learning various skills of individuals with intellectual disability. These skills primarily include reading, writing and mathematical skills and attitudes of students on learning these skills are really important. Therefore, it is important to reveal whether technology really helps students with intellectual disability to improve their attitudes towards learning mathematics through technology. This study aims to determine the effectiveness of using technology to improve attitudes of students with intellectual disability towards mathematics. Pre-test and post-test single group design as an experimental research method was used in the study. A total number of 6 students with intellectual disability participated in the study. Students were subjected to teaching sessions of mathematical problem solving presented with computer aided videos consituted with direct instruction. Data were collected before and after teaching sessions in order to reveal the differences between pre and post teaching sessions through a survey. Results showed that students’ attitudes towards mathematics improved after teaching sessions presented with computer aided videos. Results are discussed with relevant literature and recommendations for future research and practices are provided.

The relationship between career decision-making self-efficacy and vocational outcome expectations of preservice special education teachers

Social cognitive career theory, which is one of the most studied career approaches, recently proposed that self-efficacy and outcome expectations are important determinants of the career choice process. Career self-efficacy and vocational outcome expectations might both result in avoiding or having greater motivation levels in terms of career behaviours. These two factors are both crucial in career decision-making and performing career behaviour. This study aims to examine the relationship between career decision self-efficacy and vocational outcome expectations of preservice special education teachers in North Cyprus. This study is based on quantitative research method, and 156 preservice special education teachers participated in this research. Career Decision Self-Efficacy Scale and Vocational Outcome Expectations Scale were used to collect the data. The results were analysed with statistical analysis methods involving descriptive statistical analysis, t-test, chi-square, Kruskal-Wallis, correlation and regression. Age was found to be significantly related with career decision-making self-efficacy. Results also showed that there is a significant relationship between career decision-making self-efficacy, and vocational outcome expectancy. The results are discussed with reference to relevant literature and recommendations for further research and practices are also provided.Keywords: career choice; career decision-making; preservice special education teachers; self-efficacy; vocational outcome expectation

Relationship between Posttraumatic Growth and Demographic and Clinical Factors among Turkish Cypriot Breast Cancer Survivors

AbstractBreast cancer is the most commonly diagnosed cancer type among women which is a life- threatening and traumatic experience for women. Recently, possible positive consequences of breast cancer rather than focusing on negative consequences have begun to be emphasized in the literature. At this point, the concept of posttraumatic growth arises. The aim of the present study was to assess the relationship between demographic and clinical factors and posttraumatic growth among postoperative breast cancer patients. The study was conducted with 31 postoperative breast cancer women (mean age=50.48, SD=11.59). “Posttraumatic Growth Inventory (PTGI) and a demographic information form consisting of questions about demographic characteristics of the patients and questions about the experiences of the patients after the diagnosis and the treatment process of breast cancer. The results revealed that posttraumatic growth is present among Turkish Cypriot breast cancer survivors, with an average mean score of 80.71 (SD=19.86). However, no relationship was found between posttraumatic growth and demographic and clinical factors based on the results of the study. The results were discussed with reference to previous literature. Finally, limitations of the study, clinical implications and recommendations for further research were also provided

A SYSTEMATIC REVIEW OF THESIS ON LANGUAGE AND COMMUNICATION SKILLS OF INDIVIDUALS WITH AUTISM SPECTRUM DISORDER

This study is a content analysis study in which theses indexed in YÖK National Thesis Center of Turkey about teaching language and communication skills in autism spectrum disorder are examined in terms of various variables. For this purpose, 17 open-access theses were obtained based on an extensive search and examined. The results of the research were arranged according to sub-problems and presented in descriptive form as frequency and percentage tables. This study aims to determine the current trends in the postgraduate thesis written on teaching language and communication skills to individuals with ASD between the years of 2014 and 2019. The postgraduate thesis were analyzed based on previously determined content analysis criteria including year of publication, thesis level, title of thesis supervisor, university, institute, department, research method, participants, number of native and foreign references, location and research subject. When the needs of families with children with autism spectrum disorder or at risk are considered in our country, it is clearly seen how much work is needed and how important these studies are. Supporting teaching practices that take into account the individual differences of individuals with autism, conducting new researches and comparing the results, will develop new perspectives and contribute to the literature.

SPECIAL EDUCATION TEACHERS' VIEWS ON USING TECHNOLOGY IN TEACHING MATHEMATICS

Individuals with special needs require support in acquiring various academic and social skills and mathematical skills are one of the most important skills in which individuals with special needs need to acquire in order to maintain their daily lives. Current approaches in education emphasize the importance of integrating technology into special education classrooms in order to increase achievement and facilitate learning and various technological tools are used in teaching mathematics to individuals with special needs. Therefore, special education teachers need to be competent in using technology in teaching mathematics and aim of this study is to determine the views and recommendations of special education teachers on technology use in teaching mathematics to students with special needs. Qualitative research method was used in the study. A total number of 15 special education teachers working at special education institutions in North Cyprus participated in the study. A semi-structured interview form developed by the researchers was used to collect the data. Data of the study were analyzed using content analysis method through constituting themes based on the answers of special education teachers. According to the results, special education teachers think that they are competent in using technology in teaching mathematics. Results are provided and discussed with reference to relevant literature. Finally, implications for special education practices and recommendations for further research are also presented

¿Cómo perciben los maestros en formación de educación especial la enseñanza de las artes?

Arts is looked upon as empowering social and adaptive skills of individuals with special needs.Therefore, special needs individuals involvement with arts plays a big role in their development. İn order to be able to integrate arts activities into instructional practices teachers in the field of special education are in need to have competence in teaching arts during their professional lives. The study aims to explore how the preservice special education teachers perceive teaching arts. Quantitative research method was applied in the present study demographic information and a scale was used to collect the data. Participants of the study consisted of 361 pre-service teachers enrolled in Near East University. The collected data was analyzed with SPSS 20.00 program. The results of the study indicated that pre-service teachers special education teachers perceptions regarding arts teaching are positive. More interestingly, perceptions on teaching arts showed a significant difference regarding gender, class level and attending lecture on arts teaching. Applying arts teaching in the special education training sessions and recommendations for further research was provided in the study.Las artes son consideradas como habilidades empoderadoras y sociales de individuos con necesidades especiales. Por lo tanto, la participación de individuos con necesidades especiales en las artes juega un papel importante en su desarrollo. Para poder integrar las actividades artísticas en las prácticas de instrucción, los maestros en el campo de la educación especial tienen la necesidad de tener competencia en la enseñanza de las artes durante su vida profesional. El objetivo del estudio es explorar cómo los profesores de educación especial antes del servicio perciben las artes de enseñanza. El método de investigación cuantitativa se aplicó en el presente estudio de información demográfica y se utilizó una escala para recopilar los datos. Los participantes del estudio constaron de 361 maestros en servicio previo inscritos en la Universidad del Cercano Oriente. Los datos recogidos se analizaron con el programa SPSS 20.00. Los resultados del estudio indicaron que las percepciones de los maestros de educación especial antes del servicio y las percepciones sobre la enseñanza de las artes son positivas. Más interesante aún, las percepciones sobre la enseñanza de las artes mostraron una diferencia significativa con respecto al género, el nivel de clase y la asistencia a conferencias sobre la enseñanza de las artes. La aplicación de la enseñanza de las artes en las sesiones de capacitación de educación especial y las recomendaciones para futuras investigaciones se proporcionaron en el estudio

Using Animation as a Means of Enhancing Learning of Individuals with Special Needs

Use of animation in special education has gained great attention recently. Therefore, the use of animation for helping individuals with special needs has become an important research question and this study aims to examine and discuss the role of using animation as a tool to enhance learning of individuals with special needs. This is a qualitative study in which document analysis was used to collect the data. Results revealed the trends in using animation in education and the benefits of animation for enhancing learning of individuals with special needs. This study tried to provide a comprehensive review on the effectiveness of using animation in education and discussed the existing and possible benefits of using animation for individuals with special needs. Results are discussed with relevant literature and recommendations for further research and practices are presented in the study

Evaluation of Studies on Positive Behavior Support Interventions

Positive behavioral support is an approach that uses the principles of applied behavior analysis and system changes to improve individuals' quality of life and reduce problem behaviors. In positive behavior support, it is aimed to determine the functions of the problem behaviors of the child and to gain appropriate behaviors that meet the same functions. This study aims to provide an overview of the studies on positive behavior support through a comprehensive literature review and determine the current trends in the studies on positive behavior support interventions. A total number of 53 studies were examined in the study according to year of publication, country, journal, subject, research method, research sample, data collection tools, data analysis method, type of document, research sample, sample size and authors’ study interests. Data were analyzed with content analysis method and results were presented with frequency and percentages in tables and figures. Results were discussed with relevant literature and recommendations for further research and practices were provided.El apoyo conductual positivo es un enfoque que utiliza los principios del análisis de comportamiento aplicado y los cambios del sistema para mejorar la calidad de vida de las personas y reducir los comportamientos problemáticos. En el apoyo de comportamiento positivo, tiene como objetivo determinar las funciones de los comportamientos problemáticos del niño y obtener comportamientos apropiados que cumplan las mismas funciones. Este estudio tiene como objetivo proporcionar una visión general de los estudios sobre el apoyo conductual positivo a través de una revisión exhaustiva de la literatura y determinar las tendencias actuales en los estudios sobre intervenciones de apoyo conductual positivo. Se examinó un total de 53 estudios en el estudio según el año de publicación, país, revista, tema, método de investigación, muestra de investigación, herramientas de recopilación de datos, método de análisis de datos, tipo de documento, muestra de investigación, tamaño de muestra y estudio de los autores. intereses. Los datos se analizaron con el método de análisis de contenido y los resultados se presentaron con frecuencia y porcentajes en tablas y figuras. Los resultados se discutieron con literatura relevante y se proporcionaron recomendaciones para futuras investigaciones y prácticas