ahmet fidan | Anadolu University (original) (raw)
Papers by ahmet fidan
Education and Treatment of Children
Among other problems, the lack of academic gains may cause students with disabilities to drop out... more Among other problems, the lack of academic gains may cause students with disabilities to drop out as they get older. The dropout rates of 16-to 24-yearold students with disabilities in the United States was almost two times higher than for students with typical development (mean 14.81% vs 6.47%; National Center for Education Statistics, 2020) between 2007-2019. In Turkey, 78% of middle-school graduates with typical development continued to their high school education in GE during the 2018-2019 teaching year, but only 36% of the middle-school graduates with ID continued to their high school education (MoNESDP, 2019). Evidence-based practices (EBPs) are defined as practices that are shown to be effective through highquality research studies and usually have positive impact on learning outcomes of students with disabilities (Vaughn & Dammann, 2001). The use of EBPs in classrooms may help to increase academic gains by creating a link between educational programs of students with disabilities and the GE curriculum. GE teachers who serve in K-12 settings have reported inadequate coursework about SE and EBPs, and little experience in inclusive settings to choose EBPs for their students (Akalin et al., 2014; Tekin-Iftar et al., 2017). Various professional organizations, independent institutions, universities, and centers (e.g., Council for Exceptional Children, National Autism Center, National Professional Development Center on Autism Spectrum Disorder, What Works Clearinghouse) have developed/published web portals or resources aiming to guide teachers and parents in selecting and using EBPs. Providing effective professional development (PD) can help teachers to address these questions. Furthermore, effective PD can be not only a reliable intervention option to select and implement EBPs for students with disabilities by GE teachers (e.g., Tekin-Iftar et al., 2017; Cooc, 2019) but also a promising opportunity to help close a research-to-practice gap that affects teachers' and students' success (Coogle et al., 2021; McLeskey et al., 2018). PD is a systematic and practical learning activity designed to improve teachers' practices so that students with disabilities in their classrooms have better outcomes (Desimone, 2009; Sancar et al., 2021). Research in the last two decades, however, has suggested that didactic trainings during PD alone may not produce desired teachers' outcomes; coaching teachers after initial training may be necessary to
Research in Autism Spectrum Disorders, 2015
Procedia - Social and Behavioral Sciences, 2014
Procedia - Social and Behavioral Sciences, 2014
The purpose of this research is the identification and promotion of instructional adaptations whi... more The purpose of this research is the identification and promotion of instructional adaptations which are applied in inclusive settings. The descriptive literature review model was used in this research. To achieve the aims of the research, articles published in refereed journals and books in special education and inclusion literature were scanned. Adaptations in different sources are classified and described under the specific headings. Research findings are classified under the headings of adaptations of course content, teaching process, teaching methods and techniques, teaching environment, measurement and evaluation of instructional materials. These topics are explained with examples, sub-titles are included. Advanced research and practical recommendations are also discussed.
Research in Developmental Disabilities, 2014
Research in Autism Spectrum Disorders, 2015
Procedia - Social and Behavioral Sciences, 2014
Procedia - Social and Behavioral Sciences, 2014
The purpose of this research is the identification and promotion of instructional adaptations whi... more The purpose of this research is the identification and promotion of instructional adaptations which are applied in inclusive settings. The descriptive literature review model was used in this research. To achieve the aims of the research, articles published in refereed journals and books in special education and inclusion literature were scanned. Adaptations in different sources are classified and described under the specific headings. Research findings are classified under the headings of adaptations of course content, teaching process, teaching methods and techniques, teaching environment, measurement and evaluation of instructional materials. These topics are explained with examples, sub-titles are included. Advanced research and practical recommendations are also discussed.
Research in Developmental Disabilities, 2014
Education and Treatment of Children
Among other problems, the lack of academic gains may cause students with disabilities to drop out... more Among other problems, the lack of academic gains may cause students with disabilities to drop out as they get older. The dropout rates of 16-to 24-yearold students with disabilities in the United States was almost two times higher than for students with typical development (mean 14.81% vs 6.47%; National Center for Education Statistics, 2020) between 2007-2019. In Turkey, 78% of middle-school graduates with typical development continued to their high school education in GE during the 2018-2019 teaching year, but only 36% of the middle-school graduates with ID continued to their high school education (MoNESDP, 2019). Evidence-based practices (EBPs) are defined as practices that are shown to be effective through highquality research studies and usually have positive impact on learning outcomes of students with disabilities (Vaughn & Dammann, 2001). The use of EBPs in classrooms may help to increase academic gains by creating a link between educational programs of students with disabilities and the GE curriculum. GE teachers who serve in K-12 settings have reported inadequate coursework about SE and EBPs, and little experience in inclusive settings to choose EBPs for their students (Akalin et al., 2014; Tekin-Iftar et al., 2017). Various professional organizations, independent institutions, universities, and centers (e.g., Council for Exceptional Children, National Autism Center, National Professional Development Center on Autism Spectrum Disorder, What Works Clearinghouse) have developed/published web portals or resources aiming to guide teachers and parents in selecting and using EBPs. Providing effective professional development (PD) can help teachers to address these questions. Furthermore, effective PD can be not only a reliable intervention option to select and implement EBPs for students with disabilities by GE teachers (e.g., Tekin-Iftar et al., 2017; Cooc, 2019) but also a promising opportunity to help close a research-to-practice gap that affects teachers' and students' success (Coogle et al., 2021; McLeskey et al., 2018). PD is a systematic and practical learning activity designed to improve teachers' practices so that students with disabilities in their classrooms have better outcomes (Desimone, 2009; Sancar et al., 2021). Research in the last two decades, however, has suggested that didactic trainings during PD alone may not produce desired teachers' outcomes; coaching teachers after initial training may be necessary to
Research in Autism Spectrum Disorders, 2015
Procedia - Social and Behavioral Sciences, 2014
Procedia - Social and Behavioral Sciences, 2014
The purpose of this research is the identification and promotion of instructional adaptations whi... more The purpose of this research is the identification and promotion of instructional adaptations which are applied in inclusive settings. The descriptive literature review model was used in this research. To achieve the aims of the research, articles published in refereed journals and books in special education and inclusion literature were scanned. Adaptations in different sources are classified and described under the specific headings. Research findings are classified under the headings of adaptations of course content, teaching process, teaching methods and techniques, teaching environment, measurement and evaluation of instructional materials. These topics are explained with examples, sub-titles are included. Advanced research and practical recommendations are also discussed.
Research in Developmental Disabilities, 2014
Research in Autism Spectrum Disorders, 2015
Procedia - Social and Behavioral Sciences, 2014
Procedia - Social and Behavioral Sciences, 2014
The purpose of this research is the identification and promotion of instructional adaptations whi... more The purpose of this research is the identification and promotion of instructional adaptations which are applied in inclusive settings. The descriptive literature review model was used in this research. To achieve the aims of the research, articles published in refereed journals and books in special education and inclusion literature were scanned. Adaptations in different sources are classified and described under the specific headings. Research findings are classified under the headings of adaptations of course content, teaching process, teaching methods and techniques, teaching environment, measurement and evaluation of instructional materials. These topics are explained with examples, sub-titles are included. Advanced research and practical recommendations are also discussed.
Research in Developmental Disabilities, 2014