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ZİHİN ENGELLİLER ÖĞRETMENLİĞİ PROGRAMINDAKİ ÖĞRETMEN ADAYLARININ OTİZM SPEKTRUM BOZUKLUĞUNA İLİŞKİN DENEYİM VE ALGILARI

Year 2014, Volume: 22 Issue: 3, 869 - 896, 15.07.2016

Yeşim Güleç Aslan

Abstract

Bu araştırmada, Otizm Spektrum Bozukluğu (OSB) tanılı öğrencilerin eğitim gördüğü bir okulda öğretmenlik uygulaması derslerine devam eden öğretmen adaylarının deneyim ve algıları incelenmiştir. Fenomenolojik desenle yürütülen çalışmanın katılımcıları, Özel Eğitim Bölümü Zihin Engelliler Öğretmenliği Programı’nın son sınıfında okuyan öğretmen adaylarıdır. Yarı-yapılandırılmış görüşmeler ve mecazlar (metafor) ile toplanan veriler, tümevarım analiziyle analiz edilmiştir. Bulgular; OSB alanında çalışmanın güçlükleri, olumlu yanları, OSB alanında mesleki kariyer, OSB’ye ilişkin mecazlar, OSB alanında çalışmaya ilişkin mecazlar, OSB alanına ilişkin öneriler temaları doğrultusunda sunulmuştur. Bulgular alanyazın çerçevesinde tartışılmıştır.

Keywords

Otizm Spektrum Bozukluğu Nitel Araştırma Öğretmen Adayları Özel Eğitim Öğretmen Adaylarının Deneyimleri

References

  • Al-Shammari, L. (2006). Special education teachers’ attitudes toward autistic students in the au- tism school in the state of Kuwaiti: A case study. Journal of Instructional Psychology, 33(3), 170-178.
  • Anadolu Üniversitesi (2014). Ünite 4: Algılama. http://w2.anadolu.edu.tr/aos/kitap/EHSM/1024/ unite04.pdf 2014, Nisan 22).
  • A.Ü. Uygulamalı Davranış Analizi Anabilim Dalı (2014) Otizmde Uygulamalı Davranış Analizi Yüksek Lisans Programı< http://uda.anadolu.edu.tr/> (2014, Nisan 26).
  • American Psychiatric Association (2013) Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). <http://www.dsm5.org> (10 Eylül 2013).
  • Armstrong, S. L., Davis, H. S., Paulson, E. J. (2011). The subjectivity problem: Improving triangu- lation approaches in metaphor analysis studies. International Journal of Qualitative Methods, 10(2), 151-163.
  • Barnhill, G. P., Polloway, E. A., Sumutka, B. M. (2011). A survey of personel preparation practices in autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 26(2), 75-86. Doi: 10.1177/1088357610378292.
  • Başaran, I. (2001). Özel eğitim kurumlarında çalışan öğretmenlerin çalışma koşulları. Ege Eğitim Dergisi, 1(1), 41-53.
  • Baxter, P., Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researcher. The Qualitative Report, 13(4), 544-559.
  • Berry, A. B., Petrin, R. A., Gravelle, M. L., Farmer, T. W. (2011). Issues in special education teac- her recruitment, retention, and Professional development: Considerations in supporting rural teachers. Rural Special Education Quarterly, 30(4), 3-11.
  • Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. The Journal of Special Education, 38(1), 39-55.
  • Billingsley, B., Israel, M., Smith, S. (2011). Supporting new special education teachers. Teaching Exceptional Children, 43(5), 20-29.
  • Bogdan, C. R., Biklen, K. S. (1998). Qualitative research for education research. Boston: Jossey- Bass Publishers.
  • Boyer, L., Lee, C. (2001). Converting challenge to success: Supporting a new teacher of students with autism. The Journal of Special Education, 35(2), 75-83.
  • Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195-207.
  • Brownell, M. T., Sindelar, P. T., Theresa Kiely, M., Danielson, L.C. (2010). Special education te- acher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76(3), 357-377.
  • Cavkaytar, A. (2008). Özel eğitime gereksinimi olan çocuklar ve özel eğitim. İ. H. Diken (Ed.). Özel eğitime gereksinimi olan çocuklar ve özel eğitim içinde, (s. 3-27). Ankara: Pegem Aka- demi.
  • Chowdhury, U. (2009). Autistic Spectrum Disorders: Assessment and Intervention in Children and Adolescents.British Journal of Medical Practitioners, 2(4), 15-19.
  • Constable, S., Grosi, B., Moniz, A., Ryan, L. (2013). Meeting the common core standards for stu- dents with autism: The challenge for educators. Teaching Exceptional Children, 45(3), 6-13.
  • Creswell, W. J. (2005). Educational research. Upper Saddle River, N.J.: Pearson.
  • Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder. Development and Psychopathology, 20, 775–803.
  • Dillenburger, K., Keenan, M., Doherty, A., Byrne, T., Gallagher, S. (2010). Living with diagnosed with autistic disorder: Parental and Professional views. British Journal of Special Education, 37(1), 13-23. doi: 10.1111/j.1467-8578.2010.00455x.
  • Eikeseth, S. (2010). Examination of qualifications required of an EIBI Professional, European Journal of Behavior Analysis, 2(11), 239–246.
  • Ergenekon, Y. (2005). İşe yeni başlayan zihin özürlüler öğretmenlerinin mesleksel sorunlarının belirlenmesi ve bu sorunları gidermeye yönelik önerilerin geliştirilmesi (No.1622). Eskişehir: Anadolu Üniversitesi Yayınları.
  • Ergül, C., Baydık, B., Demir, Ş. (2013). Özel eğitim öğretmen adaylarının ve öğretmenlerinin zihin engelliler öğretmenliği lisans programı yeterliklerine ilişkin görüşleri. Kuram ve Uygu- lamada Eğitim Bilimleri, 13(1), 499-522.
  • Girgin, G., Baysal, B., (2005). Tükenmişlik sendromuna bir örnek: Zihinsel engelli öğrencile- re eğitim veren öğretmenlerin mesleki tükenmişlik düzeyi. TSK Koruyucu Hekimlik Bülteni, 4(4), 172-187
  • Güleç-Aslan, Y. (2013). A Training Programme for a Teacher Working with a Student with ASD: An Action Research. Kuram ve Uygulamada Eğitim Bilimleri. Advance online publication. doi: 10.12738/estp.2013.4.1738.
  • Helps, S., Newsom-Davis, I. C., Callias, M. (1999). Autism: The teacher’s view. Autism, 3(3), 287-298.
  • Hendricks, D. (2011). Special education teachers serving students with autism: A descriptive study of the characteristics and self-reported knowledge and practices employed. Journal of Vocati- onal Rehabilitation, 35, 37-50.
  • Kaff, M. S. (2004). Multitasking is multitaxing: Why special educators are leaving the field. Pre- venting School Failure, 40(2), 10-17.
  • Kırcaali-İftar, G. ve Tekin-İftar, E. (2012). Otizm spektrum bozukluklarına yönelik program ör- nekleri. E. Tekin (Ed.). Otizm spektrum bozukluğu olan çocuklar ve eğitimleri içinde, (s. 239- 265). Ankara: Vize Yayıncılık.
  • Klintwall, L., Eikeseth, S. (2012).Number and controllability of reinforcers as predictors of indivi- dual outcome for children with autism receiving early and intensive behavioral intervention: A preliminary study. Research in Autism Spectrum Disorders, 6, 493–499.
  • Kodal, B. (2006). Eskişehir ilinde otistik çocuklarla çalışan özel eğitim öğretmenlerinin yaşadık- ları sorunlar ve sorunların çözümüne ilişkin görüşleri. Yayınlanmamış Yüksek Lisans Tezi. Anadolu Üniversitesi, Eskişehir.
  • Lerman, D. C., Vorndran, C. M., Addison, L., Kuhn, S. C. (2004). Preparing teachers in evidence- based practices for young children with autism. School Psychology Review, 33(4), 510-526.
  • Lian, W. B., Ho, S.K.Y., Choo, S.H.T., Chan, D.K.L., Yeo, C. L., Ho, L. Y. (2008). Pre-school teac- hers’ knowledge, attitudes and practices on childhood developmental and behavioral disorders in Singapore. Journal of Paediatrics and Child Health, 44(4), 187-194. Doi: 10.1111/j.1440- 1754.2007.01231.x.
  • Lovaas, O. I. (2003). Teaching individuals with developmentay delays: Basic intervention techni- ques. Austin, Texas: Pro-Ed.
  • Ludlow, B. L., Keramidas, C. G., Landers, E. J. (2007). Project Stars: Using desktop conferencing to prepare autism specialist at a distance. Rural Special Education Quarterly, 26(4), 27-35.
  • Major, A. E. (2012). Job design for special education teachers. Current Issues in Education, 15 (2), 1-8.
  • Marder, T. J., deBettencourt, L.U. (2012). Using a hybrid model to prepare special educators to teach students identified with ASD. Rural Special Education Quarterly, 31(3), 12-19.
  • Mehrenberg, R. L. (2013). Red tape and gren teachers: The impact of paperwork onnovice special education teachers. International Journal of Special Education, 28(1), 1-9.
  • Merriam-Webster Online Dictionary (2014) Dictionary. <http://www.merriam-webster.com/dicti- onary/experience > (2014, Nisan 22).
  • Özyürek, M. (2008). Nitelikli öğretmen yetiştirmede sorunlar ve çözümler: Özel eğitim örneği. Türk Eğitim Bilimleri Dergisi, 6(2), 189-226.
  • Scheurmann, B., Webber, J. (2002). Autism teaching does make a difference. Canada: Wadsworth Group.
  • Scheuermann, B., Webber, J., Boutot, E. A., Goodwin, M. (2003). Problems with personel prepa- ration in autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 197-206. doi:10.1177/10883576030180030801.
  • Simpson, L. R. (2004). Finding effective intervention and personel preparation practices for stu- dents with autism spectrum disorders. Exceptional Children, 70(2), 135-144.
  • Slippery Rock University (2014) Graduate Degrees in Special Education <https://www. sru.edu/academics/enrollment/graduate/Pages/SpecialEdMasters.aspx> (2014, Ni- san 26).
  • Smith, J. A., Osborn, M. (2004). Interpretative phenomenological analysis. J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (51–80). Lon- don: Sage.
  • Syriopoulou-Delli, C. K., Cassimos, D. C., Tripsianis, G. I., Polychronopoulou, S. A. (2012). Teachers’ perceptions regarding the management of children with autism spectrum disorders. Journal of Autism Developmental Disorders, 42, 755-768.
  • Şahin, F., Şahin, D. (2012). Engelli bireylerle çalışan özel eğitim öğretmenlerinin tükenmişlik dü- zeyinin belirlenmesi. Öğretmen Eğitimi ve Eğitimcileri Dergisi, 1(2), 275-294.
  • TDK (2014) Sözlükler. <www.tdk.gov.tr> (2014, Nisan 22).
  • Tekin, E. ve Kırcaali-İftar, G. (2001). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Nobel Yayın Dağıtım.
  • United Nations (2008) General Assembly. <http://www.un.org> (10 Eylül 2013).
  • University of Missouri (2014) Autism Master of Education Degree <http://education.missouri. edu/SPED/program_areas_new/Autism_Program/autism_med.php> (2014, Nisan 26).
  • Yıldırım, A. ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. (Gözden geçiril- miş 2. baskı). Ankara: Seçkin Yayıncılık.
  • Zarafshan, H., Ahmadi, F., Arsalani, A. (2013). Job burnout among Iranian elementary school teachers of students with autism: A comparative study. Iranian J. Psychiatry, 8(1), 20-27.
  • Teşekkür: Yazar, katılımcılara, Hande Cihan’a, Damla Altın’a, Fidan Özbey’e, Canan Sola
  • Özgüç’e, Uğur Yassıbaş’a, Oktay Taymaz Sarı’ya, Ebru Çelik’e, Yasemin Şener’e, Kezban
  • Dündar’a, İbrahim Çetin’e ve Çağrı Çördük’e teşekkürlerini sunar. Çalışma, “ Otizm Alanında Staj
  • Yapan Öğrencilerin Deneyimlerine İlişkin Metaforları” başlıklı bildiri olarak Abant İzzet Baysal
  • Üniversitesi 23. Ulusal Özel Eğitim Kongre’sinde sunulmuştur.

PRESERVICE MENTAL RETARDATION EDUCATION TEACHERS’ PERCEPTIONS TOWARD AUTISM SPECTRUM DISORDERS FIELD

Year 2014, Volume: 22 Issue: 3, 869 - 896, 15.07.2016

Yeşim Güleç Aslan

Abstract

This study examined the experiences and perceptions of the preservice teachers of students with mental retardation doing internship at a school where students with Autism Spectrum Disorders (ASD) received education. Phenomenological design was used, and Teacher Training Program in Mental Retardation Special Education Department intern students participated in the study. Data, interviews, and metaphors were collected and analyzed through inductive technique. Research findings were presented based on the following themes: The difficulties of working in the field of ASD; the positive aspects of working in this field; vocational career in this field; metaphors related to ASD; metaphors related to working in this field; suggestions concerning the field of ASD. The findings were discussed within the framework of the literature.

Keywords

Autism Spectrum Disorders Preservice Teachers Preservice Special Education Teachers’ Experience Qualitative Research

References

  • Al-Shammari, L. (2006). Special education teachers’ attitudes toward autistic students in the au- tism school in the state of Kuwaiti: A case study. Journal of Instructional Psychology, 33(3), 170-178.
  • Anadolu Üniversitesi (2014). Ünite 4: Algılama. http://w2.anadolu.edu.tr/aos/kitap/EHSM/1024/ unite04.pdf 2014, Nisan 22).
  • A.Ü. Uygulamalı Davranış Analizi Anabilim Dalı (2014) Otizmde Uygulamalı Davranış Analizi Yüksek Lisans Programı< http://uda.anadolu.edu.tr/> (2014, Nisan 26).
  • American Psychiatric Association (2013) Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). <http://www.dsm5.org> (10 Eylül 2013).
  • Armstrong, S. L., Davis, H. S., Paulson, E. J. (2011). The subjectivity problem: Improving triangu- lation approaches in metaphor analysis studies. International Journal of Qualitative Methods, 10(2), 151-163.
  • Barnhill, G. P., Polloway, E. A., Sumutka, B. M. (2011). A survey of personel preparation practices in autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 26(2), 75-86. Doi: 10.1177/1088357610378292.
  • Başaran, I. (2001). Özel eğitim kurumlarında çalışan öğretmenlerin çalışma koşulları. Ege Eğitim Dergisi, 1(1), 41-53.
  • Baxter, P., Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researcher. The Qualitative Report, 13(4), 544-559.
  • Berry, A. B., Petrin, R. A., Gravelle, M. L., Farmer, T. W. (2011). Issues in special education teac- her recruitment, retention, and Professional development: Considerations in supporting rural teachers. Rural Special Education Quarterly, 30(4), 3-11.
  • Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. The Journal of Special Education, 38(1), 39-55.
  • Billingsley, B., Israel, M., Smith, S. (2011). Supporting new special education teachers. Teaching Exceptional Children, 43(5), 20-29.
  • Bogdan, C. R., Biklen, K. S. (1998). Qualitative research for education research. Boston: Jossey- Bass Publishers.
  • Boyer, L., Lee, C. (2001). Converting challenge to success: Supporting a new teacher of students with autism. The Journal of Special Education, 35(2), 75-83.
  • Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195-207.
  • Brownell, M. T., Sindelar, P. T., Theresa Kiely, M., Danielson, L.C. (2010). Special education te- acher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76(3), 357-377.
  • Cavkaytar, A. (2008). Özel eğitime gereksinimi olan çocuklar ve özel eğitim. İ. H. Diken (Ed.). Özel eğitime gereksinimi olan çocuklar ve özel eğitim içinde, (s. 3-27). Ankara: Pegem Aka- demi.
  • Chowdhury, U. (2009). Autistic Spectrum Disorders: Assessment and Intervention in Children and Adolescents.British Journal of Medical Practitioners, 2(4), 15-19.
  • Constable, S., Grosi, B., Moniz, A., Ryan, L. (2013). Meeting the common core standards for stu- dents with autism: The challenge for educators. Teaching Exceptional Children, 45(3), 6-13.
  • Creswell, W. J. (2005). Educational research. Upper Saddle River, N.J.: Pearson.
  • Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder. Development and Psychopathology, 20, 775–803.
  • Dillenburger, K., Keenan, M., Doherty, A., Byrne, T., Gallagher, S. (2010). Living with diagnosed with autistic disorder: Parental and Professional views. British Journal of Special Education, 37(1), 13-23. doi: 10.1111/j.1467-8578.2010.00455x.
  • Eikeseth, S. (2010). Examination of qualifications required of an EIBI Professional, European Journal of Behavior Analysis, 2(11), 239–246.
  • Ergenekon, Y. (2005). İşe yeni başlayan zihin özürlüler öğretmenlerinin mesleksel sorunlarının belirlenmesi ve bu sorunları gidermeye yönelik önerilerin geliştirilmesi (No.1622). Eskişehir: Anadolu Üniversitesi Yayınları.
  • Ergül, C., Baydık, B., Demir, Ş. (2013). Özel eğitim öğretmen adaylarının ve öğretmenlerinin zihin engelliler öğretmenliği lisans programı yeterliklerine ilişkin görüşleri. Kuram ve Uygu- lamada Eğitim Bilimleri, 13(1), 499-522.
  • Girgin, G., Baysal, B., (2005). Tükenmişlik sendromuna bir örnek: Zihinsel engelli öğrencile- re eğitim veren öğretmenlerin mesleki tükenmişlik düzeyi. TSK Koruyucu Hekimlik Bülteni, 4(4), 172-187
  • Güleç-Aslan, Y. (2013). A Training Programme for a Teacher Working with a Student with ASD: An Action Research. Kuram ve Uygulamada Eğitim Bilimleri. Advance online publication. doi: 10.12738/estp.2013.4.1738.
  • Helps, S., Newsom-Davis, I. C., Callias, M. (1999). Autism: The teacher’s view. Autism, 3(3), 287-298.
  • Hendricks, D. (2011). Special education teachers serving students with autism: A descriptive study of the characteristics and self-reported knowledge and practices employed. Journal of Vocati- onal Rehabilitation, 35, 37-50.
  • Kaff, M. S. (2004). Multitasking is multitaxing: Why special educators are leaving the field. Pre- venting School Failure, 40(2), 10-17.
  • Kırcaali-İftar, G. ve Tekin-İftar, E. (2012). Otizm spektrum bozukluklarına yönelik program ör- nekleri. E. Tekin (Ed.). Otizm spektrum bozukluğu olan çocuklar ve eğitimleri içinde, (s. 239- 265). Ankara: Vize Yayıncılık.
  • Klintwall, L., Eikeseth, S. (2012).Number and controllability of reinforcers as predictors of indivi- dual outcome for children with autism receiving early and intensive behavioral intervention: A preliminary study. Research in Autism Spectrum Disorders, 6, 493–499.
  • Kodal, B. (2006). Eskişehir ilinde otistik çocuklarla çalışan özel eğitim öğretmenlerinin yaşadık- ları sorunlar ve sorunların çözümüne ilişkin görüşleri. Yayınlanmamış Yüksek Lisans Tezi. Anadolu Üniversitesi, Eskişehir.
  • Lerman, D. C., Vorndran, C. M., Addison, L., Kuhn, S. C. (2004). Preparing teachers in evidence- based practices for young children with autism. School Psychology Review, 33(4), 510-526.
  • Lian, W. B., Ho, S.K.Y., Choo, S.H.T., Chan, D.K.L., Yeo, C. L., Ho, L. Y. (2008). Pre-school teac- hers’ knowledge, attitudes and practices on childhood developmental and behavioral disorders in Singapore. Journal of Paediatrics and Child Health, 44(4), 187-194. Doi: 10.1111/j.1440- 1754.2007.01231.x.
  • Lovaas, O. I. (2003). Teaching individuals with developmentay delays: Basic intervention techni- ques. Austin, Texas: Pro-Ed.
  • Ludlow, B. L., Keramidas, C. G., Landers, E. J. (2007). Project Stars: Using desktop conferencing to prepare autism specialist at a distance. Rural Special Education Quarterly, 26(4), 27-35.
  • Major, A. E. (2012). Job design for special education teachers. Current Issues in Education, 15 (2), 1-8.
  • Marder, T. J., deBettencourt, L.U. (2012). Using a hybrid model to prepare special educators to teach students identified with ASD. Rural Special Education Quarterly, 31(3), 12-19.
  • Mehrenberg, R. L. (2013). Red tape and gren teachers: The impact of paperwork onnovice special education teachers. International Journal of Special Education, 28(1), 1-9.
  • Merriam-Webster Online Dictionary (2014) Dictionary. <http://www.merriam-webster.com/dicti- onary/experience > (2014, Nisan 22).
  • Özyürek, M. (2008). Nitelikli öğretmen yetiştirmede sorunlar ve çözümler: Özel eğitim örneği. Türk Eğitim Bilimleri Dergisi, 6(2), 189-226.
  • Scheurmann, B., Webber, J. (2002). Autism teaching does make a difference. Canada: Wadsworth Group.
  • Scheuermann, B., Webber, J., Boutot, E. A., Goodwin, M. (2003). Problems with personel prepa- ration in autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 197-206. doi:10.1177/10883576030180030801.
  • Simpson, L. R. (2004). Finding effective intervention and personel preparation practices for stu- dents with autism spectrum disorders. Exceptional Children, 70(2), 135-144.
  • Slippery Rock University (2014) Graduate Degrees in Special Education <https://www. sru.edu/academics/enrollment/graduate/Pages/SpecialEdMasters.aspx> (2014, Ni- san 26).
  • Smith, J. A., Osborn, M. (2004). Interpretative phenomenological analysis. J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (51–80). Lon- don: Sage.
  • Syriopoulou-Delli, C. K., Cassimos, D. C., Tripsianis, G. I., Polychronopoulou, S. A. (2012). Teachers’ perceptions regarding the management of children with autism spectrum disorders. Journal of Autism Developmental Disorders, 42, 755-768.
  • Şahin, F., Şahin, D. (2012). Engelli bireylerle çalışan özel eğitim öğretmenlerinin tükenmişlik dü- zeyinin belirlenmesi. Öğretmen Eğitimi ve Eğitimcileri Dergisi, 1(2), 275-294.
  • TDK (2014) Sözlükler. <www.tdk.gov.tr> (2014, Nisan 22).
  • Tekin, E. ve Kırcaali-İftar, G. (2001). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Nobel Yayın Dağıtım.
  • United Nations (2008) General Assembly. <http://www.un.org> (10 Eylül 2013).
  • University of Missouri (2014) Autism Master of Education Degree <http://education.missouri. edu/SPED/program_areas_new/Autism_Program/autism_med.php> (2014, Nisan 26).
  • Yıldırım, A. ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. (Gözden geçiril- miş 2. baskı). Ankara: Seçkin Yayıncılık.
  • Zarafshan, H., Ahmadi, F., Arsalani, A. (2013). Job burnout among Iranian elementary school teachers of students with autism: A comparative study. Iranian J. Psychiatry, 8(1), 20-27.
  • Teşekkür: Yazar, katılımcılara, Hande Cihan’a, Damla Altın’a, Fidan Özbey’e, Canan Sola
  • Özgüç’e, Uğur Yassıbaş’a, Oktay Taymaz Sarı’ya, Ebru Çelik’e, Yasemin Şener’e, Kezban
  • Dündar’a, İbrahim Çetin’e ve Çağrı Çördük’e teşekkürlerini sunar. Çalışma, “ Otizm Alanında Staj
  • Yapan Öğrencilerin Deneyimlerine İlişkin Metaforları” başlıklı bildiri olarak Abant İzzet Baysal
  • Üniversitesi 23. Ulusal Özel Eğitim Kongre’sinde sunulmuştur.
There are 59 citations in total.

Details

Other ID JA43GG62ES
Journal Section Review Article
Authors

Yeşim Güleç Aslan This is me

Publication Date July 15, 2016
Published in Issue Year 2014 Volume: 22 Issue: 3

Cite

APA Güleç Aslan, Y. (2016). PRESERVICE MENTAL RETARDATION EDUCATION TEACHERS’ PERCEPTIONS TOWARD AUTISM SPECTRUM DISORDERS FIELD. Kastamonu Education Journal, 22(3), 869-896.

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