Araştırma Makalesi
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The Examination of Special Education Teachers’ Views On Teaching Play Skills to Children With Autism Spectrum Disorders

Yıl 2022, Sayı: 29, 56 - 77, 31.01.2022

Öz

The current study aims to understand how the special education teachers define play skills, examine their views on the teaching of play skills to children with ASD, and determine their experiences in teaching play skills to children with ASD. The phenomenological design, one of the qualitative research methods, was used in the study. The participants were 14 special education teachers working in a special education school. A semi-structured interview was used to collect data. The findings reveal that the special education teachers defined the play skills as entertaining and teaching activities; they found the play skills are essential and should be taught to children with ASD. They also think that the play affects the psychomotor, language and communication, social-emotional, and cognitive development of children with ASD positively, play skills can be taught in any age and anywhere by teachers, parents, and caregivers. The findings also indicate that most of the teachers involved play skills training in individualized education programs of their students. They used peer tutoring, in-vivo and video modelling, dramatization, response prompt strategies, and incidental teaching as an intervention. Based on the results, it can be suggested that teachers should receive training and seminars on teaching play skills to children with ASD and that teachers should be encouraged and supported to include play skills goals when designing an individualized educational program for children with ASD.

Kaynakça

  • Aldhafeeri, F., Ioanna P., & Aderonke, F. (2016). Integration of digital technologies into play-based pedagogy in Kuwaiti early childhood education: Teachers’ views, attitudes and aptitudes. International Journal of Early Years Education 24(3): 342–360. https://doi.org/10.1080/09669760.2016.1172477
  • American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders-5 [DSM-5], Arlington: American Psychiatric Association.
  • Aras, S. (2015). Free play in early childhood education: A phenomenological study. Early Childhood Development and Care, 186(7), 1173-1184. https://doi.org/10.1080/03004430.2015.1083558
  • Aronstam, S., & Braund, M. (2015). Play in grade R classrooms: Diverse teacher perceptions and practices. South African Journal of Childhood Education, 5(3), 1-10.
  • Ayan, S., Memis, U. A., Eynur, B. R., & Kabakcı, A. (2012). Ozel egitime ihtiyac duyan cocuklarda oyuncak ve oyunun onemi. Uluslararası Hakemli Akademik Spor Saglık ve Tıp Bilimleri Dergisi, 2(4), 80-89.
  • Baker, M. J. (2000). Incorporating the thematic ritualistic behaviors of children with autism into games: Increasing social play interactions with siblings. Journal of Positive Behavior Interventions, 2(2), 66-84. https://doi.org/10.1177/109830070000200201
  • Baker, F. S. (2014). Teachers’ views on play-based practice in Abu Dhabi kindergartens. International Journal of Early Years Education, 22(3): 271–286. https://doi.org/10.1080/09669760.2014.944884
  • Baker, F. S. (2015). Challenges presented to personal theories, beliefs and practices of play in Abu Dhabi kindergartens: The English medium teacher perspective. Early Years, 35(1), 22-35. https://doi.org/10.1080/09575146.2014.958982
  • Besler, F., & Kurt, O. (2016). Effectiveness of video modeling provided by mothers in teaching play skills to children with autism. Educational Sciences: Theory & Practice, 16(1) 209-230. https://doi.org/10.12738/estp.2016.1.0273
  • Boutot, E. A., Guenther, T., & Crozier, S. (2005). Let’s play: Teaching play skills to young children with autism. Education and Training in Developmental Disabilities, 40(3), 285-292. https://www.jstor.org/stable/23879722
  • Bowdon, J. (2015). The common core’s first casualty: Playful learning. Phi Delta Kappan, 96(8), 33-37.
  • Broadhead, P. (2006). Developing an understanding of young children's learning through play: The place of observation, interaction and reflection. British Educational Research Journal. 32(2), 191–207. https://doi.org/10.1080/01411920600568976
  • Cardon, T. A. (2007). Initiations and interactions: Early intervention techniques for parents of children with autism spectrum disorders. Autism Asperger Publishing, APC, Kansas.
  • Celep, M. U. (2020). Okul oncesi ozel egitimde calısan ogretmenlerin oyun ogretimine iliskin oz yeterlikleri ve yaratıcı kisilik ozelliklerinin incelenmesi (Yayımlanmamıs Doktora Tezi). Marmara Universitesi, Egitim Bilimleri Enstitusu, İstanbul.
  • Creswell, J. W. (2013). Beş nitel araştırma yaklaşımı. M. Bütün & S. B. Demir (Eds.). Nitel araştırma yöntemleri içinde (ss. 69-110). M. Aydın (çev.). Ankara: Siyasal Kitabevi.
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  • D'Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5(1), 5-11.
  • Dettmer, S., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15(3), 163-169.
  • Dilekmen, M., & Bozan-Tuzun, N. (2018). Okul oncesi egitimde oyunun ogretmen goruslerine gore degerlendirilmesi. Ataturk Universitesi Kazım Karabekir Egitim Fakultesi Dergisi, 37, 43-56.
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Yıl 2022, Sayı: 29, 56 - 77, 31.01.2022

Öz

Kaynakça

  • Aldhafeeri, F., Ioanna P., & Aderonke, F. (2016). Integration of digital technologies into play-based pedagogy in Kuwaiti early childhood education: Teachers’ views, attitudes and aptitudes. International Journal of Early Years Education 24(3): 342–360. https://doi.org/10.1080/09669760.2016.1172477
  • American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders-5 [DSM-5], Arlington: American Psychiatric Association.
  • Aras, S. (2015). Free play in early childhood education: A phenomenological study. Early Childhood Development and Care, 186(7), 1173-1184. https://doi.org/10.1080/03004430.2015.1083558
  • Aronstam, S., & Braund, M. (2015). Play in grade R classrooms: Diverse teacher perceptions and practices. South African Journal of Childhood Education, 5(3), 1-10.
  • Ayan, S., Memis, U. A., Eynur, B. R., & Kabakcı, A. (2012). Ozel egitime ihtiyac duyan cocuklarda oyuncak ve oyunun onemi. Uluslararası Hakemli Akademik Spor Saglık ve Tıp Bilimleri Dergisi, 2(4), 80-89.
  • Baker, M. J. (2000). Incorporating the thematic ritualistic behaviors of children with autism into games: Increasing social play interactions with siblings. Journal of Positive Behavior Interventions, 2(2), 66-84. https://doi.org/10.1177/109830070000200201
  • Baker, F. S. (2014). Teachers’ views on play-based practice in Abu Dhabi kindergartens. International Journal of Early Years Education, 22(3): 271–286. https://doi.org/10.1080/09669760.2014.944884
  • Baker, F. S. (2015). Challenges presented to personal theories, beliefs and practices of play in Abu Dhabi kindergartens: The English medium teacher perspective. Early Years, 35(1), 22-35. https://doi.org/10.1080/09575146.2014.958982
  • Besler, F., & Kurt, O. (2016). Effectiveness of video modeling provided by mothers in teaching play skills to children with autism. Educational Sciences: Theory & Practice, 16(1) 209-230. https://doi.org/10.12738/estp.2016.1.0273
  • Boutot, E. A., Guenther, T., & Crozier, S. (2005). Let’s play: Teaching play skills to young children with autism. Education and Training in Developmental Disabilities, 40(3), 285-292. https://www.jstor.org/stable/23879722
  • Bowdon, J. (2015). The common core’s first casualty: Playful learning. Phi Delta Kappan, 96(8), 33-37.
  • Broadhead, P. (2006). Developing an understanding of young children's learning through play: The place of observation, interaction and reflection. British Educational Research Journal. 32(2), 191–207. https://doi.org/10.1080/01411920600568976
  • Cardon, T. A. (2007). Initiations and interactions: Early intervention techniques for parents of children with autism spectrum disorders. Autism Asperger Publishing, APC, Kansas.
  • Celep, M. U. (2020). Okul oncesi ozel egitimde calısan ogretmenlerin oyun ogretimine iliskin oz yeterlikleri ve yaratıcı kisilik ozelliklerinin incelenmesi (Yayımlanmamıs Doktora Tezi). Marmara Universitesi, Egitim Bilimleri Enstitusu, İstanbul.
  • Creswell, J. W. (2013). Beş nitel araştırma yaklaşımı. M. Bütün & S. B. Demir (Eds.). Nitel araştırma yöntemleri içinde (ss. 69-110). M. Aydın (çev.). Ankara: Siyasal Kitabevi.
  • Dagbasi, G. (2007). Oyun teknigi ve Arapca ogretiminde kullanımı. (Yayınlanmamıs Yuksek Lisans Tezi) Gazi Universitesi, Egitim Bilimleri Enstitusu, Ankara.
  • D'Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5(1), 5-11.
  • Dettmer, S., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15(3), 163-169.
  • Dilekmen, M., & Bozan-Tuzun, N. (2018). Okul oncesi egitimde oyunun ogretmen goruslerine gore degerlendirilmesi. Ataturk Universitesi Kazım Karabekir Egitim Fakultesi Dergisi, 37, 43-56.
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  • Gunes, G., & Tugrul, B. (2012). A play tens of teachers, and hundreds of their ideas about child’ who doesn’t play. Procedia Social and Behavioral Sciences, 47(2012), 2025-2030. https://doi.org/10.1016/j.sbspro.2012.06.943
  • Hobson, J. A., & Hobson, R. P. (2007). Identification: The missing link between imitation and joint attention? Development and Psychopathology, 19(2), 411–431. https://doi.org/10.10170S0954579407070204
  • Hobson, J., Hobson, R. P., Malik, S., Bargiota, K., & Calo, S. (2013). The relation between social engagement and pretend play in autism. British Journal of Developmental Psychology, 31(1), 114–127. https://doi.org/10.1111/j.2044-835X.2012.02083.x
  • Holmes, E., & Willoughby, T. (2005). Play behaviour of children with autism spectrum disorders. Journal of Intellectual and Developmental Disability, 30(3), 156-164. https://doi.org/10.1080/13668250500204034
  • Ingersoll, B. (2012). Brief report: Effect of a focused imitation intervention on social functioning in children with autism. Journal of Autism and Developmental Disorders, 42(8), 1768- 1773. https://doi.org/10.1007/s10803-011-1423-6
  • Kasari, C., Chang, Y. C., & Patterson, S. (2013). Pretending to play or playing to pretend: The case of autism. American Journal of Play, 6(1), 124.
  • Kircaali-Iftar G., Ulke-Kurkcuoglu, B., & Kurt, O. (2014). Otistik cocuklar icin davranıssal egitim programı 1-2. Ankara: Anı Yayıncılık.
  • Kircaali-Iftar, G. (2013). Otizm spektrum bozukluğuna genel bakış. E. Tekin-İftar (Ed.). Otizm spektrum bozukluğu olan çocuklar ve eğitimleri. Ankara: Vize Yayıncılık.
  • Kircaali-Iftar, G. (2007). Otizm spektrum bozuklugu. İstanbul: Daktylos Yayınları.
  • Kocyigit, S., Tugluk, M. N., & Kok, M. (2007). Cocugun gelisim surecinde egitsel bir etkinlik olarak oyun. Ataturk Universitesi Kazım Karabekir Egitim Fakultesi Dergisi, 16, 324-340.
  • Lee, S. Y., Lo, Y. Y., & Lo, Y. (2017). Teaching functional play skills to a young child with autism spectrum disorder through video self-modeling. Journal of Autism and Developmental Disorders, 47(8), 2295-2306. https://doi.org/10.1007/s10803-017-3147-8
  • Lifter, K., Foster-Sanda, S., Arzamarski, C., Briesch, J., & McClure, E. (2011). Overview of play: Its uses and importance in early intervention/early childhood special education. Infants Young Children, 24(3), 225-245. https://doi.org/10.1097/IYC.0b013e31821e995c
  • Lifter, K., Mason, E. J., & Barton, E. E. (2011). Children’s play: Where we have been and where we could go. Journal of Early Intervention, 33(4), 281-297. Young Children, 24(3), 225-245. https://do.org/10.1177/1053815111429465
  • Lydon, H., Healy, O., & Leader, G. (2011). A comparison of video modeling and pivotal response training to teach pretend play skills to children with autism spectrum disorder. Research in Autism Spectrum Disorders, 5(2), 872-884. https://doi.org/10.1016/j.rasd.2010.10.002
  • MacDonald, R., Clark, M., Garrigan, E., & Vangala, M. (2005). Using video modeling to teach pretend play to children with autism. Behavioral Interventions, 20(4), 225-238. https://doi.org/10.1002/bin.197
  • Machalicek, W., Shogren, K., Lang, R., Rispoli, M., O’Reilly, M. F., Franco, J. H., & Sigafoos, J. (2009). Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training. Research in Autism Spectrum Disorders, 3(2), 547-555. https://doi.org/10.1016/j.rasd.2008.11.003
  • Marais, K. (2018). Translation and development. J. Evans & F. Fernández (Ed.), The Routledge handbook of translation and politics icinde (ss. 95-109). New York: Routledge.
  • Mazurek, M. O. (2014). Loneliness, friendship, and well-being in adults with autism spectrum disorders. Autism, 18(3), 223-232. https://doi.org/10.1177/1362361312474121
  • Murdock, L. C., Ganz, J., & Crittendon, J. (2013). Use of an iPad play story to increase play dialogue of preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(9), 2174-2189. https://doi.org/10.1007/s10803-013-1770-6
  • Nelson, C., Nelson, A. R., McDonnell, A. P., Johnston, S. S., & Crompton, A. (2007). Keys to play: A strategy to increase the social interactions of young children with autism and their typically developing peers. Education and Training in Developmental Disabilities, 42(2), 165-181. https://www.jstor.org/stable/23879993
  • Odluyurt S. (2013). Kaynastırmaya devam eden otistik ozellikler gosteren cocuklara kurallı oyun ogretiminde akranları tarafından dogrudan model olma ve videoyla model olma ogretiminin etkilerinin karsılastırılması. Kuram ve Uygulamada Egitim Bilimleri, 13(1), 536-540.
  • Oncul, N. (2015). Otizm spektrum bozuklugu olan cocuklara sembolik oyunların kucuk grupla ogretiminde canlı modelle ve video modelle ogretimin karsılastırılması. (Yayınlanmamıs Doktora Tezi). Abant İzzet Baysal Universitesi, Egitim Bilimleri Enstitusu, Bolu:
  • Ozdemir, A., & Ramazan, O. (2012). Oyuncaga cocuk, anne ve ogretmen bakıs acısı. Egitim Bilimleri Arastırma Dergisi, 2(1), 2-16.
  • Papoudi, D., & Kossyvaki, L. (2019). Play and children with autism: Insights from research and implications for practice. In P. K. Smith & J. L. Roopnarine (Eds.), Cambridge handbooks in psychology. The Cambridge handbook of play: Developmental and disciplinary perspectives (p. 563–579). London: Cambridge University Press
  • Paterson, C. R., & Arco, L. (2007). Using video modeling for generalizing toy play in children with autism. Behavior Modification, 31(5), 660-681. https://doi.org/10.1177/0145445507301651
  • Pehlivan, H. (2005). Oyun ve Ogrenme. Ankara: Anı Yayıncılık.
  • Pistav-Akmese, P., & Kayhan, N. (2017). Ozel egitim ogretmenlerinin oyun ogretimine iliskin oz-yeterlik duzeylerinin incelenmesi. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 18(01), 1-26.
  • https://doi.org/10.21565/ozelegitimdergisi.274303
  • Pyle, A., & Bigelow, A. (2015). Play in kindergarten: An interview and observational study in three Canadian classrooms. Early Childhood Education Journal, 43(5), 385-393. https://doi.org/10.1007/s10643-014-0666-1
  • Pyle, A., & Danniels, E. (2017). A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. Early Education and Development, 28(3), 274-289. https://doi.org/10.1080/10409289.2016.1220771
  • Rao, S. M., & Gagie, B. (2006). Learning through seeing and doing: Visual supports for children with autism. Teaching exceptional children, 38(6), 26-33.
  • Reagon, K. A., Higbee, T. S., & Endicott, K. (2006). Teaching pretend play skills to a student with autism using video modeling with a sibling as model and play partner. Education and treatment Of children, 29(3)517-528. https://www.jstor.org/stable/42899899
  • Rutherford, M. D., Young, G. S., Hepburn, S., & Rogers, S. J. (2007). A longitudinal study of pretend play in autism. Journal of Autism and Developmental Disorders, 37(6), 1024-1039. https://doi.org/10.1007/s10803-006-0240-9
  • Sandberg, A., & Samuelsson, I. P. (2005). An interview study of gender differences in preschool teachers’ attitudes toward children’s play. Early Childhood Education Journal, 32(5), 297-305. https://doi.org/10.1007/s10643-005-4400-x
  • Sani-Bozkurt, S., & Ozen, A. (2015). Effectiveness and efficiency of peer and adult models used in video modeling in teaching pretend play skills to children with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 50(1) 71-83. https://www.jstor.org/stable/24827502
  • Saral D. & Ulke-Kurkcuoglu B. (2018). Bakıma gereksinimi olan bireyler icin hedef davranıs belirleme ve tanımlama. FF. Aksoy (Ed.), Etkili davranıs yonetimi icinde (ss. 29-55). Eskisehir: Acık Ogretim Fakultesi Yayınları
  • Singer, D. G., Golinkof, R. M, & Hirsh-Pasek, K. (2013). Play Learning: How play motivates and enhances children’s cognitive and social-emotional growth. Erisim tarihi: 22 Mayıs 2021 http://udel.edu/~roberta/play/book.html
  • Sucuoglu, B. (2009). Otizm ve otistik bozuklugu olan cocuklar. A. Ataman, (Ed.). Ozel egitime giris icinde (2. Baskı). Gunduz Egitim ve Yayıncılık.
  • Sucuoglu, B. (2013). Engelli cocuklarda oyun gelisimi: Otistik cocuklar. U. Tufekcioglu, (Ed.) Cocukta oyun gelisimi icinde. Anadolu Universitesi Yayınları.
  • Senturk-Cesur, M., & Odluyurt, S. (2019). An investigation of the opinions and suggestions of parents and teachers about the teaching of play skills to children with autism spectrum disorders. International Journal of Early Childhood Special Education, 11(2) 128-140. https://doi.org/10.20489/intjecse.670469
  • Tarman, B., & Tarman, İ. (2011). Teachers’ involvement in children’s play and social interaction. Elemantary Education Online, 1(10), 325-337.
  • Taylor, S. I., Rogers, C. S., Dodd, A. T., Kaneda, T., Nagasaki, I., Watanabe, Y., & Goshiki, T. (2004). The meaning of play: A cross‐cultural study of American and Japanese teachers’ perspectives on play. Journal of Early Childhood Teacher Education, 24(4), 311-321. https://doi.org/10.1080/1090102040240411
  • Tekin, G., & Tekin, A. K. (2007). Meanings of childs play according to Turkish early childhood educators: A phenomenological study. Journal of Instructional Psychology, 34(4), 207-213.
  • Terpstra, J. E., Higgins, K., & Pierce, T. (2002). Can I Play?: Classroom-based interventions for teaching play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 17(2), 119–126. https://doi.org/10.1177/10883576020170020701
  • Terpstra, J. E., & Tamura, R. (2008). Effective social interaction strategies for inclusive settings. Early Childhood Education Journal, 35(5), 405-411. https://doi.org/10.1007/s10643-007- 0225-0
  • Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G. (2006). Early predictors of communication development in young children with autism spectrum disorder: Joint attention, imitation, and toy play. Journal of Autism and Developmental Disorders, 36(8), 993-1005. https://doi.org/10.1007/s10803-006-0137-7
  • Trawick-Smith, J., Swaminathan, S., & Liu, X. (2016). The relationship of teacher–child play interactions to mathematics learning in preschool. Early Child Development and Care, 186(5), 716-733. https://doi.org/10.1080/03004430.2015.1054818
  • Tsai, C. Y. (2015). Am i interfering? Preschool teacher participation in children’s play. Universal Journal of Educational Research, 3(12), 1028-1033. https://doi.org/10.13189/ujer.2015.031212
  • Tugrul, B., Aslan, O. M., Erturk, G., & Altınkaynak, S. O. (2014). Anaokuluna devam eden altı yasındaki cocuklar ile okul oncesi ogretmenlerinin oyun hakkındaki goruslerinin incelenmesi. İnonu Universitesi Egitim Fakultesi Dergisi, 15(1), 97-116. https://doi.org/101-116 10.17679/iuefd.05509
  • Turkmenoglu, F. (2005). 60–72 aylık cocukların matematik becerilerini kazanmalarında, “oyun yoluyla matematik becerilerini kazandırma programı”nın etkisinin incelenmesi. (Yayınlanmamıs Yuksek Lisans Tezi). Gazi Universitesi, Egitim Bilimleri Enstitusu, Ankara.
  • Turkoglu, B., & Uslu, M. (2016). Oyun temelli bilissel gelisim programının 60- 72 aylık cocukların bilissel gelisimine etkisi. Uluslararası Egitim Bilimleri Dergisi, 3(6), 50-68.
  • Ulke-Kurkcuoglu, B. (2012). Otizm spektrum bozuklugu olan cocuklara oyun becerilerinin ogretimi. E. Tekin-İftar (Ed.). Otizm spektrum bozuklugu olan cocuklar ve egitimleri icinde. Vize Yayıncılık.
  • Ulke-Kurkcuoglu, B., Bozkurt, F., & Cuhadar, S. (2015). Effectiveness of instruction performed through computerassisted activity schedules on on-schedule and role-play skills of children with autism spectrum disorder. Educational Sciences: Theory & Practice, 15(3) 671-689. https://doi.org/10.12738/estp.2015.3.2432
  • Ulutas, A. (2011). Okul oncesi donemde drama ve oyunun onemi. Adıyaman Universitesi Sosyal Bilimler Enstitusu Dergisi, 4(6), 233-242. https://doi.org/10.14520/adyusbd.116
  • Warreyn, P., Van der Paelt, S., & Roeyers, H. (2014). Social‐communicative abilities as treatment goals for preschool children with autism spectrum disorder: The importance of imitation, joint attention, and play. Developmental Medicine & Child Neurology, 56(8), 712-716. https://doi.org/10.1111/dmcn.12455
  • White, S. W., & Roberson-Nay, R. (2009). Anxiety, social deficits, and loneliness in youth with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(7), 1006- 1013. https://doi.org/10.1007/s10803-009-0713-8
  • Wolberg, J. K., & Schuler, A. L (2006). Promoting social reciprocity and symbolic representation in children with autism spectrum disorders. T. Charman & W. Stone (Eds.). Social and communication development in autism spectrum disorders: early identification, diagnosis, and intervention. The Guilford Press.
  • Wong, C., & Kasari, C. (2012). Play and joint attention of children with autism in the preschool special education classroom. Journal of Autism and Developmental Disorders, 42(10), 2152-2161. https://doi.org/10.1007/s10803-012-1467-2
  • Yikmis, A., Terzioglu, N. K., Mehtap, K. O. T., & Aktas, B. (2017). Ozel Egitim Ogretmenlerinin Derslerde Oyun Ve Sarkıyı Kullanma Durumları. Abant İzzet Baysal Universitesi Egitim Fakultesi Dergisi, 17(3), 1567-1583.
  • Yildirim, A., & Simsek, H. (2011). Sosyal bilimlerde nitel arastırma yontemleri (8.baskı). Seckin Yayınevi.
Toplam 87 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Ayşe Çiğdem Gülveren Bu kişi benim

Şerife Yücesoy Özkan Bu kişi benim

Nuray Öncül Bu kişi benim

Yayımlanma Tarihi 31 Ocak 2022
Yayımlandığı Sayı Yıl 2022 Sayı: 29

Kaynak Göster

APA Gülveren, A. Ç., Yücesoy Özkan, Ş., & Öncül, N. (2022). The Examination of Special Education Teachers’ Views On Teaching Play Skills to Children With Autism Spectrum Disorders. Eğitimde Nitel Araştırmalar Dergisi(29), 56-77.
AMA Gülveren AÇ, Yücesoy Özkan Ş, Öncül N. The Examination of Special Education Teachers’ Views On Teaching Play Skills to Children With Autism Spectrum Disorders. Derginin Amacı ve Kapsamı. Ocak 2022;(29):56-77.
Chicago Gülveren, Ayşe Çiğdem, Şerife Yücesoy Özkan, ve Nuray Öncül. “The Examination of Special Education Teachers’ Views On Teaching Play Skills to Children With Autism Spectrum Disorders”. Eğitimde Nitel Araştırmalar Dergisi, sy. 29 (Ocak 2022): 56-77.
EndNote Gülveren AÇ, Yücesoy Özkan Ş, Öncül N (01 Ocak 2022) The Examination of Special Education Teachers’ Views On Teaching Play Skills to Children With Autism Spectrum Disorders. Eğitimde Nitel Araştırmalar Dergisi 29 56–77.
IEEE A. Ç. Gülveren, Ş. Yücesoy Özkan, ve N. Öncül, “The Examination of Special Education Teachers’ Views On Teaching Play Skills to Children With Autism Spectrum Disorders”, Derginin Amacı ve Kapsamı, sy. 29, ss. 56–77, Ocak 2022.
ISNAD Gülveren, Ayşe Çiğdem vd. “The Examination of Special Education Teachers’ Views On Teaching Play Skills to Children With Autism Spectrum Disorders”. Eğitimde Nitel Araştırmalar Dergisi 29 (Ocak 2022), 56-77.
JAMA Gülveren AÇ, Yücesoy Özkan Ş, Öncül N. The Examination of Special Education Teachers’ Views On Teaching Play Skills to Children With Autism Spectrum Disorders. Derginin Amacı ve Kapsamı. 2022;:56–77.
MLA Gülveren, Ayşe Çiğdem vd. “The Examination of Special Education Teachers’ Views On Teaching Play Skills to Children With Autism Spectrum Disorders”. Eğitimde Nitel Araştırmalar Dergisi, sy. 29, 2022, ss. 56-77.
Vancouver Gülveren AÇ, Yücesoy Özkan Ş, Öncül N. The Examination of Special Education Teachers’ Views On Teaching Play Skills to Children With Autism Spectrum Disorders. Derginin Amacı ve Kapsamı. 2022(29):56-77.