Strategies Used to Develop Socio-Communicative Skills among Children with Autism in a Turkish Special Education School and Implications for Development of Practice

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  • Author(s): Yazici, Mahmut Serkan; McKenzie, Becky
  • Language:
    English
  • Source:
    International Journal of Disability, Development and Education. 2020 67(5):515-535.
  • Publication Date:
    2020
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      21
    • Subject Terms:
      Foreign Countries; Autism; Pervasive Developmental Disorders; Students with Disabilities; Student Needs; Special Schools; Social Development; Communication Skills; Intervention; Teaching Methods; Special Education; Experiential Learning; Skill Development; Peer Teaching; Art Activities; Athletics; Educational Games; Standards; Exercise; Story Telling; Visual Aids; Role Models; Memorization; Family Involvement; Rewards; Educational Technology; Technology Uses in Education
    • Subject Terms:
      Turkey
    • Accession Number:
      10.1080/1034912X.2019.1614152
    • ISSN:
      1034-912X
    • Abstract:
      There is currently very little research about strategies and interventions used to support children with autism in Turkey. This research paper focuses on teachers' strategies and opinions about strategies to support the development of social and communication skills of children with autism in a Turkish Special Education School. This study used mixed research methods. A total of 27 teachers (all teachers) were given a questionnaire exploring the strategies they employed. Ten of 27 teachers were also interviewed to ascertain details about the strategies. In the questionnaire, teachers reported using a range of strategies, specifically: peer education, alternative therapies, artistic activities, sport activities, educational games, school and classroom rules, experiential learning model, tongue, mouth and voice exercises, hiding strategy, social stories, visual, role modelling and memorisation. Teachers also reported using additional supportive approaches, specifically family involvement, rewarding, use of technology, step-by-step education and tactical ignoring. Results showed, however, that there was some discrepancy between strategies reported in the questionnaire and the use and understanding of these strategies in the interviews. Overall, the findings indicate further training and resources are needed for Turkish teachers who work with children with autism.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1266619