Turkish International Journal of Special Education and Guidance & Counselling ISSN: 1300-7432

Message from the Editor

2024-12-29T00:58:25+00:00

Message from the Editor

I am very pleased to publish second issue in 2024. As an editor of Turkish International Journal of Special Education and Guidance & Counselling (TIJSEG) this issue is the success of the reviewers, editorial board and the researchers. In this respect, I would like to thank to all reviewers, researchers and the editorial board. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to Turkish International Journal of Special Education and Guidance & Counselling (TIJSEG), For any suggestions and comments on TIJSEG, please do not hesitate to send mail. The countries of the authors contributed to this issue (in alphabetical order): China, Hungary, Indonesia, Nigeria, North Cyprus, and Türkiye.

Prof.Dr. M. Engin DENİZ

Editor in Chief

The complete issue

2024-12-29T00:59:55+00:00

The Complete Issue: volume 13 issue 2 2024

DIGITAL LEARNING FOR AUTISM SPECTRUM DISORDER (ASD) STUDENTS: THE DIFFICULTIES PARENTS ENCOUNTER

2024-10-01T12:59:58+00:00

This study aims to explore the problems parents face when introducing digital learning into the education of their children with autism spectrum disorder (ASD). The research niche addresses the intersection of digital learning platforms and the unique needs of ASD students, while specifically focussing on the issues reported by parents who are trying to take an active part in their children’s studies. A total of 112 parents participated in this study, providing their opinions through a Google Form questionnaire. Data were analysed using SPSS 29 to identify key issues like accessing technology, understanding and using digital tools, supporting children's engagement and motivation, time management, and balancing other responsibilities. The key takeaways of the study reveal that parents face significant challenges while selecting appropriate tools, ensuring compatibility with their child's needs, and managing the appropriate screen time. In conclusion, these difficulties demand an ongoing effort throughout the design, training, and assistance provided for parents to incorporate digital learning into their children’s education successfully. The key to this success seems to be for teachers, developers, and families to work together to maximise the chance for digital learning to become a breakthrough success for ASD students.

Keywords: Autism spectrum disorder, digital learning, parents, difficulties, parental challenges.

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THE RELATIONSHIP BETWEEN THE ATTITUDES TOWARDS SEX EDUCATION AND GENDER PERCEPTIONS OF PARENTS OF CHILDREN WITH SPECIAL NEEDS

2024-06-21T08:17:06+00:00

This study aimed to examine the relationship between the attitudes towards sex education and gender perceptions among parents of children with special needs. A relational survey model using quantitative methods was used in this study. Participants of the study consisted of 191 parents of children with special needs attending schools affiliated with the Ministry of National Education and Culture of the TRNC in the academic year 2021-2022. Some participants were reached through visits to institutions where their children received education, while others were reached online via Google Forms. A personal information form, the Attitudes toward Sex Education Scale and the Gender Perception Scale were used for data collection. The research findings showed that the attitudes of parents of children with special needs towards sex education are positive and their levels of gender perception are positive and egalitarian. Significant differences were found between variables such as gender, marital status, educational status, monthly household income, receiving a training on sex education and parents’ attitudes towards sex education. Regarding gender perceptions among parents of children with special needs, significant differences were found in terms of gender, marital status, educational status and monthly household income. However, no significant differences were found in terms of age, receiving a training on sex education, being around someone who has been sexually abused before and the parents’ perspective on sex education. A positive and statistically significant relationship was found between the attitudes of parents of children with special needs towards sex education and their perceptions of gender.

Keywords: Sex education, attitudes towards sex education, gender perception, parents of children with special needs.

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EMOTIONAL RESTORATIVE INTERVENTION ON SPOUSE ABUSE PERPETUATIONS IN IJEBU DIVISION OF OGUN STATE

2024-04-10T19:17:58+00:00

The study therefore examined the implications of emotional restorative intervention ERI on spouse abuse perpetuation SAP in Ijebu Division of Ogun State. Descriptive survey research design was used. A total of 100 spouses were purposively selected for this study. A standardized instrument modified, titled Scream, Insult, Threat, and Hurt SITH and a self-structured instrument were given to the respondents. The reliability was .85 and .93. The data gleaned were analyzed using frequency percentage and mean score to answer research questions while t-test was used to test the hypothesis at .05. The result shows that the perpetuators emotional intelligence status of the before and after the intervention ranges from 1.37 (S.D.=.49) to 3.55 (S.D.=.50) and 1.71 (S.D.=1.01) to 3.67 (S.D.=1.12) respectively. The mean range for the SAP is 3.05 (S.D.=.46) to 3.55 (S.D.= .86). Emotional Restorative Intervention (t=63.97, p<.05) is statistically significant, this implies that the Emotional Restorative treatment intervened the Emotional Intelligence, socio-emotional abilities and the situation management. It was recommended that elders in the religion settings, health workers and social workers should be exposed to the Emotional Restorative Education technicality detail with routine application of mental hygiene.

Keywords: Abuse, spouse abuse, perpetuators, intervention, emotional restorative intervention.

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EXAMINING THE STUDIES ON SCIENCE EDUCATION IN GIFTED/TALENTED INDIVIDUALS IN THE LAST 5 YEARS

2024-10-05T11:07:45+00:00

Modern times are characterized by a daily rate of new scientific and technological advances. People who can stay up to date with developing advancements and even incorporate them into daily life are needed. This will only work if the appropriate groups and instructional strategies are used. Gifted and exceptionally talented individuals hold a significant position in society and are vital groups in special education because they frequently require customized instruction. By emphasizing the relationship between science education and special education and considering the methodologies, data collection tools, findings, and other noteworthy aspects of recent research in the field, the current study seeks to evaluate the importance of integrating these two domains. This study was carried out as a review of the literature. In this context, 45 articles with the keywords "Gifted/Special Talent", "Science", "Gifted/Talented Students", and "Science" in the literature between January 2019 and May 2024 were examined within the scope of the study. During the selection of the studies, current databases such as Google Scholar, Dergipark, Core, DOAJ, and Web of Science were used. While examining the studies, the “Article Review Form” created by the researchers was used. As a result of the examinations, it was determined that there were more Turkish publications and that there was an equal tendency in terms of the method used. While the scanning and phenomenology research design was preferred more, t-test and content analysis were mostly used as data analysis methods. Depending on the method, it was determined that scales and interviews were preferred as data collection tools. It was determined that a small sample size was tried to be preferred in sample selection, and in addition, studies were conducted for various purposes and results were obtained.

Keywords: Gifted individuals, science education, special education, document review.

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Cooper, C. R., Baum, S. M., & Neu, T. W. (2004). Developing scientific talent in students with special needs: An alternative model for identification, curriculum, and assessment. Journal of Secondary Gifted Education, 15(4), 162-169. DOI: 10.4219/jsge-2004-456

Genç, M. A. (2016). Üstün yetenekli bireylere yönelik eğitim uygulamaları [in Turkish]. Journal of Gifted Education and Creativity, 3(3), 49-66.

Güngören, Ö. C., Uyanık, G. K., Erdoğan, D. G., & Demirhan, E. (2016). An examination of postgraduate theses written about the gifted. International Online Journal of Educational Sciences, 8(4), 20-30. DOI: 10.15345/iojes.2016.04.003

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Kara, F. (2021). Türkiye'de özel yetenek / üstün yetenek alanındaki lisansüstü eğitim tezlerinin incelenmesi (2015-2020) [Investigation of graduate education theses in the field of gifted and talented in Turkey (2015-2020)] (Unpublished master's thesis). Maltepe University.

Kırnık, D., & Susam, E. (2018). Özel yetenekli öğrencilere yönelik yapılan tezlerin analizi. International Congress on Gifted and Talented Education in the book of proceedings (p.99-108). İnönü University.

M.E.B., (2018). Fen bilimleri dersi öğretim programı [in Turkish]. Ankara: Devlet Kitapları Müdürlüğü Basımevi.

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Yalçınkaya, I. (2023). Türkiye’de özel yeteneklilerin fen bilimleri eğitimi ile ilgili lisansüstü çalışmaların incelenmesi [Investigation of graduate studies on science education of the gifted in Turkey]. Buca Faculty of Education Journal, 56, 326-345. https://doi.org/10.53444/deubefd.1111554

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INVESTIGATION OF THE PSYCHOLOGICAL CONDITIONS OF INDIVIDUALS AFFECTED BY THE EARTHQUAKE CENTERED IN KAHRAMANMARAŞ

2024-12-28T23:57:25+00:00

This study aims to examine the psychological conditions of individuals affected by the earthquake centered in Kahramanmaraş on February 6, 2023, which also impacted 11 other provinces. The research adopts a quantitative research design with relational screening model and includes 181 voluntary participants, comprising 93 individuals affected by the earthquake and 88 individuals who were not affected (control group). Data collection involved researcher-designed questionnaires and the Beck Depression Inventory (BDI), both of which were distributed to participants via Google Forms. The data were analyzed using SPSS 28.00. The results of the analyses indicated that the average BDI scores of the individuals affected by the earthquake were higher compared to those in the control group. However, no statistically significant differences were found between BDI scores and demographic variables such as gender, age groups, and economic status within the earthquake-affected group. Additionally, the analyses revealed no statistically significant association between the experience of the earthquake (including factors such as type of residence, location during the earthquake, building collapse, damage to the house, being trapped under debris, loss of relatives, and current place of residence) and depression levels.

Keywords: Earthquake, Kahramanmaraş earthquake, psychological condition.

REFERENCES

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Aksoy, Ş., & Kabasakal, Z. (2023). Afet sonrası durumlara yönelik hazırlanan psikososyal destek uygulamalarının ve çalışmalarının incelenmesi [Rewiew of psychosocial support practices and practices prepared for post-disaster situations]. IBAD Journal of Social Sciences, 15(15), 80-91. doi:10.21733/ibad.1272044

Ağar, A. (2020). Yaşlılarda ortaya çıkan psikolojik değişiklikler [Psychological changes in the elderly]. Journal of Geriatric Science, 3(2), 75-80. https://doi.org/10.47141/geriatrik.744968

Anwar, J., Mpofu, E., Matthews, L. R., Shadoul, A. F., & Brock, K. E. (2011). Reproductive health and access to healthcare facilities: Risk factors for depression and anxiety in women with an earthquake experience. BMC Public Health, 11(1), 1-13. doi:10.1186/1471-2458-11-523

Armenian, H. K., Morikawa, M., Melkonian, A. K., Hovanesian, A., Akiskal, K., & Akiskal, H. S. (2002). Risk factors for depression in the survivors of the 1988 earthquake in Armenia. Journal of Urban Health, 79, 373-382. doi:10.1093/jurban/79.3.373

Aslam, N. (2010). Trauma, depression, anxiety, and stress among individuals living in earthquake affected and unaffected areas. Pakistan Journal of Psychological Research, 25, 13-48.

Başoǧlu, M., Kiliç, C., Şalcioǧlu, E., & Livanou, M. (2004). Prevalence of posttraumatic stress disorder and comorbid depression in earthquake survivors in Turkey: an epidemiological study. Journal of Traumatic Stress: Official Publication of The International Society for Traumatic Stress Studies, 17(2), 133-141. doi:10.1023/B:JOTS.0000022619.31615.e8

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Bonanno, G. A., Brewin, C. R., Kaniasty, K., & Greca, A. M. L. (2010). Weighing the costs of disaster: Consequences, risks, and resilience in individuals, families, and communities. Psychological science in the public interest, 11(1), 1-49. doi:10.1177/1529100610387086

Bozkurt, N. (2004). Bir grup üniversite öğrencisinin depresyon ve kaygı düzeyleri ile çeşitli değişkenler arasındaki ilişkiler [The relationship betvveen the levels of depression and anxiety in a group of university students and various variables]. Education and Science, 29(133), 52-59.

Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem A.

Cénat, J. M., & Derivois, D. (2014). Assessment of prevalence and determinants of postt raumatic stress disorder and depression symptoms in adults survivors of earthquake in Haiti after 30 months. Journal of Affective Disorders, 159, 111-117. doi:10.1016/j.jad.2014.02.025

Cerdá, M., Paczkowski, M., Galea, S., Nemethy, K., Péan, C., & Desvarieux, M. (2013). psychopathology in the aftermath of the Haiti earthquake: A population based study of posttraumatic stress disorder and major depression. Depression and Anxiety, 30(5), 413-424. doi:10.1002/da.22007

Chen, X. Y., Chen, J., Shi, X., Jiang, M., Li, Y., Zhou, Y., & Chan, C. L. W. (2020). Trajectories of maternal symptoms of posttraumatic stress disorder predict long-term mental health of children following the Wenchuan earthquake in China: A 10-year follow-up study. Journal of Affective Disorders, 266, 201-206. doi:10.1016/j.jad.2020.01.084

Christiansen, D. M. ve Hansen, M. (2015). Accounting for sex differences in PTSD: A multivariable mediation model. European Journal of Psychotraumatology, 6(1), 26068. doi:10.3402/ejpt.v6.26068

Çınaroğlu, M. (2024). Trauma, addıctıon, and the path to recovery after the Kahramanmaraş earthquakes. Nişantaşı University Journal of Social Sciences, 1(12) 37-59.

Çoban, M., Sözbilir, M., & Göktaş, Y. (2017). Deprem deneyimini yaşamış kişilerin deprem öncesi hazırlık algılarının belirlenmesi: Bir durum çalışması [Determining preparation perceptions before earthquake of ındividuals experienced earthquake: A case study]. Eastern Geographical Review, 22(37), 113-134. doi:10.17295/ataunidcd.281721

Euronews (2023). Depremde can kayıpları [in Turkish] 12/2/2023 https://tr.euronews.com/2023/02/12/kahramanmaras-merkezli-depremlerden-etkilenen-suriyede-can-kayiplari-artiyor

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Kartol, A., Üztemur, S. & Yaşar, P. (2023). ‘I cannot see ahead’: psychological distress, doomscrolling and dark future among adult survivors following M_w 7.7. and 7.6 earthquakes in Türkiye. BMC Public Health 23, 2513 https://doi.org/10.1186/s12889-023-17460-3

Kiymis, I., Fakioglu, M. (2024). The psychological consequences of 6 February 2023 Kahramanmaraş earthquakes. Nat Hazards https://doi.org/10.1007/s11069-024-06902-9

Koçer, A., & Koçak, O. (2024). 2023 depremleri ve uzaktan eğitimin yükseköğretim öğrencilerinin psikolojik durumlarına etkisi [The impact of 2023 earthquakes and distance education on the psychological conditions of higher education students]. Journal of Open Education Applications and Research, 10(1), 71-91. doi:10.51948/auad.1324641

Liu, C., Liu, D., Huang, N., Fu, M., Ahmed, J. F., Zhang, Y., & Guo, J. (2021). The combined impact of gender and age on post-traumatic stress symptoms, depression, and insomnia during COVID-19 outbreak in China. Frontiers in Public He alth, 8, 620023. doi:10.3389/fpubh.2020.620023

Mondragón, J., Sánchez-Román, F. R., Palma-Zarco, A., Aguilar-Soto, M., & Bor ja-Aburto, V. H. (2019). Prevalence of post-traumatic stress disorder and depression after the September 19th, 2017 earthquake in Mexico. Archives of Medical Research, 50(8), 502-508. doi:10.1016/j.arcmed.2019.11.008

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Sümer, A. S. (2008). Farklı öz-anlayış (self-compassion) düzeylerine sahip üniversite öğrencilerinde depresyon anksiyete ve stresin değerlendirilmesi [The assesment of depression, anxiety and stress in university students that have different self compassion level] (Unpublished master's thesis). Selçuk University, Konya.

Tang, B., Liu, X., Liu, Y., Xue, C., & Zhang, L. (2014). A meta-analysis of risk factors for depression in adults and children after natural disasters. BMC public health, 14, 1-12. doi:10.1186/1471-2458-14-623

Taşçı, G. A., & Özsoy, F. (2021). Deprem travmasının erken dönem psikolojik etkileri ve olası risk faktörleri [Early psychological effects of earthquake trauma and possible risk factors]. Cukurova Medical Journal, 46(2), 488-494. doi:10.17826/cumj.841197

Yehuda, R., Hoge, C. W., McFarlane, A. C., Vermetten, E., Lanius, R. A., Nievergelt, C. M., & Hyman, S. E. (2015). Post‑traumatic stress disorder. Nature Reviews Disease Primers, 1(1), 1-22. doi: 10.1038/nrdp.2015.57

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EDUCATION OF GIFTED AND TALENTED CHILDREN IN ETHIOPIA: A SYSTEMATIC LITERATURE REVIEW

2024-07-01T21:51:27+00:00

The purpose of this review article is to examine the education of gifted and talented children in Ethiopia and to suggest possible strategies for improvement. To this end, related international and national policy documents, reports, and research outputs were reviewed intensively. The paper has provided information concerning the legal and policy intentions, educational provisions and challenges, and suggested strategies to improve the gifted and talented education in the country. Accordingly, regarding the legal and policy contexts, a country has clear and relevant legal and policy frameworks, strategies, and implementation guidelines to accommodate gifted and talented students. Also, an appreciable attempt was made to raise the stakeholders’ awareness of those legal and policy documents. However, a considerable gap has been observed in terms of its implementation, and the major identified issues that need to be reconsidered include students’ identification and assessment process, the rigidity of the curriculum, teachers’ pedagogical skills, practices of enrichment and acceleration approaches, utilization of assistive technological devices, and stakeholders’ collaboration. Consequently, a paper forwarded scholarly suggested school-wide strategies, and teacher strategies for supporting and improving the education of gifted and talented students in inclusive schooling.

Keywords: Gifted, talented, educational provision, challenge, inclusive education.

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THE VIEWS OF ADMINISTRATIVE STAFF REGARDING ETHICAL ISSUES AND RECOMMENDATIONS FOR SOLUTIONS IN UNIVERSITIES

2024-10-04T10:55:32+00:00

In the Middle Ages, when universities did not gain their current meaning, they did not refer to a physical area (building etc.) but to a community. Today, universities are expressed as institutions where various stakeholders (students, administrative and academic staff) come together and academic and administrative work/transactions are carried out mostly. These stakeholders are expected to act in accordance with ethical principles in all their behaviors and relationships (Çakırel, 2009). However, various ethical problems can be encountered in universities. The purpose of this research is to reveal the perspectives of administrative staff in universities on ethics, the ethical problems they encounter while doing their jobs heir opinions on the solution suggestions and to develop suggestions based on the findings obtained. The study is a qualitative research with a phenomenological pattern. The study group consists of 9 administrative staff working at Çanakkale Onsekiz Mart University in 2024. For the purpose of data collection, the interview form consisting of standardized open-ended questions was subjected to descriptive and content analysis using the deductive method. According to the findings, it was determined that the most common behaviors experienced by university stakeholders such as indiscipline, fraud, irresponsibility, carelessness and disrespect lead to ethical problems. In order to eliminate ethical problems, it was suggested that all university stakeholders adopt ethical values, avoid unethical behaviors, develop the institution of punishment and reward, frequently direct the personnel to compulsory ethics courses, informative seminars and workshops covering ethical problems-developments and innovations, and thus create ethical awareness in the personnel and include courses on ethics in the curriculum even for students, and take the necessary steps to establish ethical principles in universities and comply with these principles.

Keywords: University, administrative staff, ethics, ethical problem, ethical violation.

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Höbel Z., (2013). Managerial and Organizational Problems of University Administrative Staff: The Case of Pamukkale University (PAU), Labor Relations Journal, 2013.

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POTRAYAL OF SHADOW TEACHER’S COMPETENCIES IN INDONESIA

2024-05-28T06:31:46+00:00

The importance of shadow teachers' competence is crucial for implementing inclusive education. Previous research has mainly focused on qualitative studies, and there is a need for more information about the competencies of shadow teachers, especially in stress management, emotional regulation, and positive discipline. This study aimed to gain an understanding of stress management, emotional regulation, and positive discipline among shadow teachers and to determine if these competencies vary based on the educational level they teach. The study used a comparative descriptive quantitative approach and involved 163 shadow teachers. Data analysis was conducted using descriptive statistics and ANOVA. The results revealed that 53% of shadow teachers have low stress management abilities, 34% use suppression strategies to regulate emotions, and 40% have low competence in positive discipline. The study found no differences in stress management and emotional regulation among shadow teachers. However, significant differences were found in the application of positive discipline based on the educational level taught by shadow teachers.

Keywords: Emotion regulation, stress management, positive discipline.

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RELATIONSHIP BETWEEN STUDENTS’ ABILITY TO ACHIEVE DESIGN TASKS AND CREATIVE THINKING SKILLS

2024-06-09T16:22:34+00:00

Creative thinking provides students to solve complex problems, through searching for new learning ways in educational activities. This study aimed to reveal higher education students' creative thinking potentials with educational activities. The participant students were involved in achieving design tasks which were the course subject as closed-ended and open-ended task activities. Regarding the results, it was found a relationship significantly between students’ creative thinking and open-ended task scores. The regression analysis showed that open-ended task activity encourages students' creative thinking skills positively. The present result indicated that the open-ended task design activity play a considerable role to reveal the students' creative thinking skills. By this way, this study concluded that open-ended task design activities concerning the curriculum might encourage and support students' creative thinking potentials in higher education and suggested to implement students the open-ended tasks in the education.

Keywords: Creative education, creative process, art practice, creative thinking.

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