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

Message from the Editor

2024-07-01T21:30:29+00:00

Message from the Editor

I am very pleased to publish first 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 The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to Turkish International Journal of Special Education and Guidance & Counselling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): Ethiopia, Ghana, Nigeria, Thailand, and Türkiye.

Prof.Dr. M. Engin DENİZ

Editor in Chief

The complete issue

2024-07-01T21:28:25+00:00

The Complete Issue: volume 13 issue 1 2024

AI COUNSELLING TECHNIQUE: ENHANCING STRESS MANAGEMENT AMONG ENGINEERING STUDENTS WITH PHYSICAL DISABILITY

2024-03-15T00:55:34+00:00

Engineering studies can negatively impact the academic performance and mental health of those with physical disabilities. The impact of Artificial intelligence (AI) counselling technique on stress management of engineering students with physical disability was explored. There’s a dearth of research relating to AI counselling technique and students with physical disabilities. The pretest posttest control group quasi-experimental research design was adopted. Six hypotheses guided the study. Participants were 98 physically challenged engineering students selected across ten institutions of higher learning in Nigeria. Experimental groups and the Control group were all pretested using self-designed Perceived Stress Level Scale (PSLS). The experimental group was treated with AI-enhanced counselling for 5 weeks while the control group was exposed to conventional counselling. Then subjected to PSLS. Percentage, mean, standard deviation and analysis of covariance (ANCOVA) were used. Findings were a significant main effect of AI counseling technique on stress management (F-ratio _{(1, 97)} = 7.235), a significant main effect of level of study on stress management (F-ratio _{(2, 98)} = 4.409). A significant interaction effect of level of student and AI counseling technique on the stress management (F-ratio _{(2, 96)}=5.352) no significant interaction effect of gender, level of study and AI counseling technique was found (F-ratio _{(3, 95)}=1.274). Incorporating AI counseling technique for managing stress was recommended.

Keywords: AI counseling, stress management, engineering students, physical disability.

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Clavijo-Castillo, R. G., & Bautista-Cerro, M. J. (2020). Inclusive education. Analysis and reflections in Ecuadorian higher education. ALTERIDAD. Revista de Educación, 15(1), 113–124.

Davies, H. C., Eynon, R., & Salveson, C. (2020). The mobilization of AI in education: A bourdieusean field analysis. Sociology, available at https://doi:org/10.1177/0038038520967888.

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Gaskin, C. J., Imms, C., R. Dagley, G., Msall, M. E., & Reddihough, D. (2021). Successfully negotiating life challenges: Learnings from adults with cerebral palsy. Qualitative Health Research, 31(12), 2176–2193. https://doi.org/10.1177/10497323211023449

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Gyasi, F., & Yeboah, K. A. (2020). Stress and stress coping strategies among students with disabilities at college of technology education. Journal of Educational Research, 5(4), 36-52.

Odeyemi, O., Awonuga, K. F, Mhlongo, N. Z, Ndubuisi, L. N, Olatoye, F. O., & Daraojimba, A. I. (2024). The role of AI in transforming auditing practices: A global perspective review. World Journal of Advanced Research and Reviews, 21(02), 359–370. DOI: https://doi.org/10.30574/wjarr.2024.21.2.0460

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Naznin, T., & Nayak, B, S. (2021). Gender Stereotypes and Their Impact on Women’s Career Progressions from a Managerial Perspective. IIM Kozhikode Society & Management Review 10(2), 192–208. https://doi.org/10.1177/2277975220975513.

Obi, N. C. (2020) Stress and employee productivity in selected manufacturing firms in South-East Nigeria; International Journal of Research and Innovation in Applied Science, 5(12), 54-69.

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Silva, B. D. (2022). The potential of artificial intelligence for enhancing psychotherapy and reducing clinical mental health symptoms: A review of the literature. Journal of Mental Health, 31(2), 220-227.

Singh, S., Singh, A., Sharma, L., & Prasad, R. (2021). Impact of online stress management intervention on engineering students during the COVID-19 lockdown. International Journal of Educational Methodology, Research and Development, 1(4), 440-448.

Srivastava, A., Saxena, Y. R., & Baijal, A. (2024). Leveraging AI for enhancing the mental health and well-being of job seeking youth International Research Journal of Modernization in Engineering Technology and Science, 6(01).

Tahir, Z., Thambapillay, S., Yusoff, J. Z., & Rahman, A. S. (2020). Undang-undang Berkenaan orang Kurang Upaya: Satu Analisis Perkembangan Perundangan di Malaysia. The Malaysian Journal of Social Administration, 14(1), 96-114.

PEER BULLYING IN THE PRE-SCHOOL PERIOD STUDIES IN TURKEY

2024-01-07T08:11:14+00:00

This research aims to examine the studies on peer bullying in the preschool period completed between 2000 and 2020 in Turkey. The sample of the research consists of 32 studies, including 18 theses and 14 articles. According to the findings, it was determined that master's theses were more than doctoral theses. In the distribution by years, it is seen that the most theses were prepared in 2017 and 2019, and the most articles were prepared in 2019 and 2020. While the quantitative research approach is preferred the most in theses and articles; qualitative approach was not found in doctoral theses, and the mixed approach was not found in master's theses and articles. Descriptive and correlational survey model were used the most in theses, correlational survey model was used most in articles. The most common sample group in theses and articles is “preschool children”. In theses and articles, three measurement tools are used the most frequently; and the data collection tool is the most frequently used scale. The cross-sectional method was used in all theses and most of the articles. It has been determined that the most preferred topic in theses and articles is demographic variables.

Keywords: Preschool period, peer bullying, bullied children, victim children, peer relations.

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WORK-VALUE CLARIFICATION AND COGNITIVE INFORMATION PROCESSING THERAPIES IN THE MANAGEMENT OF CAREER DECISION-MAKING DIFFICULTY OF SECONDARY SCHOOL STUDENTS IN OSUN STATE, NIGERIA

2024-02-08T15:45:02+00:00

Career decision-making difficulty is the inability of secondary school students to make correct career decision. Studies have shown that the problem of career decision-making of secondary school students in Osun State, Nigeria is on the increase, which could lead to wrong choice of school subjects and career frustration. Previous studies on career decision-making difficulty have focused largely on emotional intelligence, academic motivation and occupational preferences with little attention paid to interventions such as Work-value Clarification and Cognitive Information Processing Therapy. This study, therefore, was carried out to determine the effects of Work-value Clarification and Cognitive Information Processing Therapies in the management of Career decision-making difficulty of secondary school students in Osun State, Nigeria. The moderating effects of Career self-efficacy and gender were also examined. The study was anchored to Miller-Tiedeman’s Life Career Theory, while the pretest-posttest control group quasi‑experimental design with a 3x2x2 factorial matrix was adopted. The multistage procedure was used. Simple random sampling technique was used to select three local government areas (Ayedaade, Isokan and Ede) in Osun State. Simple random sampling technique was used to select one senior secondary school from each of the selected local government area. The participants who scored high on Germeijs and Boecks’ indecisiveness scale as against the threshold of 50 were selected. The schools were randomly assigned to Work-value clarification Therapy (40), Cognitive Information Processing Therapy (40) and Control (40) groups. The instruments used were career decision-making difficulty (α=.78) and career self-efficacy (α=.87) scales. The treatments lasted eight weeks. Data were analysed using descriptive statistics, Analysis of covariance and Scheffe post-hoc test at .05 level of significance. Participants’ age were 15.36 + 3.51 years, and 54.2% were females. There was a significant main effect of treatments in the career decision-making difficulty of the senior secondary school (F_(2;119)=9.26, partial η²=.15). The participants in the Cognitive Information Processing Therapy ( =134.97) improved on their career decision-making difficulty better than those in the Work-value clarification Therapy (=135.25) and the control (=152.55) groups. Work-value clarification and Cognitive information processing therapies were effective in the management of career decision-making difficulty of secondary school students in Osun State, Nigeria, regardless of gender. Counselling and educational psychologists should utilise these interventions to manage career decision-making difficulty.

Keywords: Work-value clarification, cognitive information processing therapies, career decision-making difficulty, secondary school students.

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FACTORS THAT PROMOTE ACADEMIC SUCCESS OF SPECIAL NEEDS CHILDREN AT THE BASIC SCHOOL LEVEL IN THE UPPER EAST REGION OF GHANA

2024-05-14T15:38:21+00:00

This study explores the determinants of academic success among Special Needs Children in Basic Schools in the Upper East Region of Ghana. Rieser's Social Model of Disability is the theoretical framework upon which the study is built. Utilizing Simple Random Sampling and Purposive Sampling, the research focused on parental involvement, teaching methods, and the attitudes of special needs pupils. Questionnaire, interviews, and observation were employed for data collection, and the findings are presented through Tables and graphs. The study highlights significant parental involvement, including financial support, and active monitoring of children's progress. Teachers exhibit openness, employ tailored instructional methods, and create inclusive environments. Special needs pupils actively participate, displaying motivation and a positive attitude towards learning. The study recommends collaborative efforts between school authorities and the District Assembly for funding hearing and visual aids. School management is advised to partner with NGOs for resources supporting Special Needs Education. Parents are also encouraged to increase school visit frequently to foster a motivating and positive learning environment. Further research should look at the training and support provided to teachers who work with special needs children.

Keywords: Special needs children, academic success, basic school.

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LECTURERS’ ATTITUDE TOWARDS INFORMATION AND COMMUNICATION TECHNOLOGY UTILISATION IN TEACHING STUDENTS WITH SPECIAL NEEDS IN OYO STATE, NIGERIA

2024-04-19T20:47:53+00:00

Information and Communication Technology has been widely used to facilitate career, business, economic and social activities as well as to augment classroom lessons among learners with or without unique educational challenges. Given the paucity of literature on the use of information and communication technology for providing instruction to tertiary education learners who have special educational needs in the South-West Nigerian educational setting, this study set out to investigate lecturers' attitudes toward using information and communication technology applications for providing instruction in two higher institutions of learning in the South-West Nigeria. The descriptive research design was adopted which involved the purposive selection of the University of Ibadan and the Federal College of Education (Special) Oyo, Oyo State. Participants comprised 80 lecturers who were randomly selected from both institutions. The data collected were analysed using descriptive and inferential statistics at p<.05. To compare group differences, the Cohen’s d was also computed. Findings showed that lecturers have positive attitude toward utilising information and communication technology applications for providing instruction to students who have special educational needs. It was found that the demographic factors: gender, institutional affiliation and educational roles are not potent predictors of lecturers’ attitude toward the usage of information and communication technology for providing instruction to learners who experience special educational needs. The study concluded that suitable information and communication technology applications useful for teaching students with special needs should be provided to lecturers in Nigerian universities and colleges of education.

Keywords: Attitude towards ICT utilisation, information and communication technology, institutional affiliation, general and special educators, special education.

REFERENCES

Alanazy, M. M., & Alrusaiyes, R. F. (2021). Saudi pre-service special education teachers' knowledge and perceptions toward using computer technology. International Education Studies, 14(3), 125-137. https://eric.ed.gov/?id=EJ1287925

Alkahtani, K. D. (2013). Teachers’ knowledge and use of assistive technology for students with special educational needs. Journal of Studies in Education, 3(2), 65-86. https://www.academia.edu/download/47505416/Assistietech_project.pdf

Alkhasawneh, S., & Alanazy, S. (2015). Adopt ICT among academic staff in Aljouf University: Using UTAUT model. Mediterranean Journal of Social Sciences, 6(1), 490. https://www.mcser.org/journal/index.php/mjss/article/view/5488

Blândul, V. C., & Bradea, A. (2016). The status and role of ICT in the education of students with special educational needs: a research from Bihor county, Romania. Problems of Education in the 21^st Century, 71, 6. https://www.ceeol.com/search/article-detail?id=951759

Danko, M., Dečman, M., Keržič, D., & Zorko, V. (2020). The effect of gender on university teachers’ ict use. https://www.researchgate.net/profile/Mitja-Decman/publication/345034555

Demirok, M. S., Gunduz, N., Yergazina, A. A., Maydangalieva, Z. A., & Ryazanova, E. L. (2019). Determining the opinions of special education teachers regarding the use of assistive technologies for overcoming reading difficulties. International Journal of Emerging Technologies in Learning, 14(22). https://pdfs.semanticscholar.org/dc99/afc224f5a74044e31d63efa058c8e40f9fe5.pdf

Egomo, J. E., Enyi, B. I., & Tah, M. M. (2012). Availability and utilisation of ICT tools for effective instructional delivery in tertiary institutions in Cross River State, Nigeria. Global Advanced Research Journal of Educational Research and Review, 1(8), 190-195. http://garj.org/garjerr/10/2012/1/8/availability-and-utilisation-of-ict-tools-for-effective-instructional-delivery-in-tertiary-institutions-in-cross-river-state-nigeria

Ekunola, G. T., Onojah, A. O., Talatu, A. F., & Bankole, M. O. (2022). Colleges of education lecturers’ attitude towards the use of virtual classrooms for instruction. Indonesian Journal of Multidisciplinary Research, 2(1), 187-194 https://ejournal.upi.edu/index.php/IJOMR/article/view/39396

Federal Ministry of Education (2017). National policy on inclusive education in Nigeria https://www.academia.edu/30831805/Last_final_draft_INCLUSIVE_EDUCATION_POLICY_Feb

Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals (7^th ed.). Upper Saddle River, NJ: Pearson Education. https://books.google.com/books/about/Interactions.html?id=hXg0zQEACAAJ

Johnson, C. E. (2016). The role of the general educator in the inclusion classroom. In General and special education inclusion in an age of change: Roles of professionals involved. Emerald Group Publishing Limited. https://www.emerald.com/insight/content/doi/10.1108/S0270-401320160000032003/full/html

Kpolovie, P. J., & Awusaku, O. K. (2016). ICT adoption attitude of lecturers. European Journal of Computer Science and Information Technology, 4(5), 9-57. https://www.researchgate.net/publication/310124017_ICT_ADOPTION_ATTITUDE_OF_LECTURERS

Lazarus, K. U. (2018). Availability, accessibility and acceptance (3As) of advanced digital technologies among higher education students with special needs in Oyo State, Nigeria. http://ir.library.ui.edu.ng/handle/123456789/7395

Olafare, F. O., Adeyanju, L. O., & Fakorede, S. O. A. (2018). Colleges of education lecturers’ attitude towards the use of information and communication technology in Nigeria. MOJES: Malaysian Online Journal of Educational Sciences, 5(4), 1-12. https://ejournal.um.edu.my/index.php/MOJES/article/download/12515/8084

Olasedidun, O. K., & Ganiyu, R. S. (2020). Colleges of education lecturers’ attitude and intention towards using social media in instruction in South-West, Nigeria. International Journal of Innovative Technology Integration in Education, 4(2), 1-8. https://www.ijitie.aitie.org.ng/index.php/ijitie/article/view/141

Onasanya, S. A., Shehu, R. A., Oduwaiye, R. O., & Shehu, L. A. (2010). Higher institutions lecturers’ attitude towards integration of ICT into teaching and research in Nigeria. Research Journal of Information Technology, 2(1), 1-10. https://scholar.google.com/citations?user=faAnVLAAAAAJ&hl=en&oi=sra

Onwuagboke, B. B. C., & Singh, T. K. R. (2016). Faculty attitude and use of ICT in instructional delivery in tertiary institutions in a developing nation. International Journal of Research Studies in Educational Technology, 5(1), 77-88. https://www.researchgate.net/profile/Bede-Onwuagboke/publication/297650673_Faculty_attitude_and_use_of_ICT_in_instructional_delivery_in_tertiary_institutions_in_a_developing_nation/links/56efc94c08ae440dde5ae94c/Faculty-attitude-and-use-of-ICT-in-instructional-delivery-in-tertiary-institutions-in-a-developing-nation.pdf

Perera-Rodríguez, V. H., & Moriña Díez, A. (2019). Technological challenges and students with disabilities in higher education. Exceptionality, 27(1), 65-76. doi: 10.1080/09362835.2017.1409117

Sánchez, A. B., Marcos, J. J. M., González, M. A., & GuanLin, H. (2012). In service teachers’ attitudes towards the use of ICT in the classroom. Procedia-Social and Behavioural Sciences, 46, 1358-1364. https://www.sciencedirect.com/science/article/pii/S1877042812014310

Seale, J., Georgeson, J., Mamas, C., & Swain, J. (2015). Not the right kind of ‘digital capital’? An examination of the complex relationship between disabled students, their technologies and higher education institutions. Computers & Education, 82, 118-128. https://www.sciencedirect.com/science/article/pii/S0360131514002541

Strnadová, I., Hájková, V., & Květoňová, L. (2015). Voices of university students with disabilities: Inclusive education on the tertiary level–A reality or a distant dream? International Journal of Inclusive Education, 19(10), 1080-1095. https://www.tandfonline.com/doi/abs/10.1080/13603116.2015.1037868

van Jaarsveldt, D. E., & Ndeya-Ndereya, C. N. (2015). ‘It’s not my problem’: Exploringlecturers’ distancing behaviour towards students with disabilities. Disability & Society, 30(2), 199-212. DOI: 10.1080/09687599.2014.994701

CHILD ABUSE AND SOCIO-DEMOGRAPHIC FACTORS PREDICTING AGGRESSIVE BEHAVIOR AMONG IN-SCHOOL ADOLESCENTS

2024-03-29T12:16:23+00:00

This study examines child abuse, class of study and gender as predictors of aggressive behavior among in-school adolescents in Ibadan, Oyo State, Nigeria. The study adopted across-sectional survey design while a simple random sampling technique was used to select five secondary schools in the study area. Validated questionnaires were used to gather data from 195 in-school adolescents. Data collected were analyzed using multiple regression, t-test of independent samples and one-way analysis of variance. Three hypotheses were tested and accepted at a p < .05 level of significance. The result revealed that dimensions of child abuse jointly predicted aggressive behavior among in-school adolescents. Also, the result indicated that class of study significantly influences aggressive behavior. However, gender marginally influences aggressive behavior among study participants. The study concluded that child abuse and class of study are significant contributors to aggressive behavior. It is recommended that parents, teachers and other stakeholders should help to reduce incidence and prevalence of child abuse in order to reduce aggressive behavior.

Keywords: Aggressive behavior, child abuse, class of study, gender, in-school adolescents.

REFERENCES

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Afifi, T. O., Mota, N., Sareen, J., & MacMillan, H. L. (2017). The relationships between harsh physical punishment and child maltreatment in childhood and intimate partner violence in adulthood. BMC Public Health, 17(1), 1-10. doi:10.1186/s12889-017-4359-8

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Elmasry, N. M., Fouad, A. A., Khalil, D. M., & Sherra, K. S. (2016).Physical and verbal aggression among adolescent school students in Sharkia, Egypt: Prevalence and risk factors. Egyptian Journal Psychiatry, 37, 166-173. https://new.ejpsy.eg.net//text.asp?2016/37/3/166/195547

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THE ROLE OF AFRICAN REGIONAL ORGANIZATIONS IN PREVENTION OF HUMAN RIGHTS VIOLATION: A CASE STUDY IN ESWATINI

2023-10-22T09:08:07+00:00

This paper has addressed the growing wave of unrest in Eswatini and analysed the role of African regional organizations in the prevention of human rights violation. This qualitative research has studied and answered three fold questions; what are the role played, challenges faced and suggestions towards African regional organizations in the prevention of human rights violation in Eswatini. The findings from documented analysis revealed that African regional organizations; African Union and Southern African Development Community respectively mainly focus on resolving conflict at present rather than human rights violation. The regional organizations face numerous challenges such as political interference, mistrust from civilians, and African governments undermining regional human rights bodies by failing to comply with their decisions, ignoring their urgent appeals, and neglecting to report. This paper has suggested that it is very important for African regional organizations to incorporate both human rights and conflict resolution bodies to work alongside in preventing human rights violation and promoting peace without separating the two bodies otherwise a wide gap shall continue to persist.

Keywords: African regional organizations, au, Eswatini, human rights violation and SADC.

REFERENCES

Africa News (2021). Eswatini King Calls for Dialogue as Protests Escalate. Source: Africa news. Published on October 25, 2021. Retrieved from; https://www.africanews.com/2021/10/25/eswatini-king-calls-for-dialogue-as-protests-escalate//

Amnesty International (2020). Africa: Regional human rights bodies struggle to uphold rights amid political headwinds. Published on October 21, 2020. Source: Amnesty International. Retrieved from: http://www.npwj.org/content/Africa-Regional-human-rights-bodies-struggle-uphold-rights-amid-political-headwinds.html

AlJazeera (2021). African nations deploy envoys to Eswatini to help stem unrest. Published on October 21, 2021. Source: AlJazeera English. Retrieved from; https://www.aljazeera.com/news/2021/10/21/african-nations-deploy-envoys-to-eswatini-to-help-stem-unrest

Burke, J. (2021). Eswatini protests: ‘We are fighting a liberation struggle’. Source: The Guardian Newspaper. Retrieved from; https://www.theguardian.com/world/2021/jul/08/eswatini-protests-we-are-fighting-a-liberation-struggle

Dlamini, Z. (2021). Gross human rights abuses’ in Eswatini. Source: The Mail & Guardian. Published by M&G Media in Johannesburg, South Africa. Retrieved from; https://mg.co.za/africa/2021-11-13-gross-human-rights-abuses-in-eswatini/

Dumay, C. (2021). Protests in Eswatini, Africa’s last absolute monarchy, long for democracy. Source: France 24 News. Retrieved from; https://www.france24.com/en/tv-shows/focus/20211020-protesters-in-eswatini-africa-s-last-absolute-monarchy-long-for-democracy

Gavin, M. (2021). Crisis in eSwatini Raises Uncomfortable Questions for SADC. Source: The Council on Foreign Relations. Retrieved from; https://www.cfr.org/blog/crisis-eswatini-raises-uncomfortable-questions-sadc

Kadri, J. (2020). Eswatini in the 21^st Century. Source: icds.ee. Retrieved from; https://icds.ee/en/eswatini-in-the-21st-century/

Lederach, J. P. (1996). Preparing for peace: Conflict transformation across cultures. Syracuse University Press.

Pillay, V. (2006). Building peace: Sustainable Reconciliation in Divided Societies, John Paul Lederach: Book Review. Conflict Trends, 2006(1), 55-56

Ramdeen, M. (2021). Reflections on the unrest and violence in Eswatini amidst a Third wave of the Pandemic. Source: ACCORD. Retrieved from; https://www.accord.org.za/analysis/reflections-on-the-unrest-and-violence-in-eswatini-amidst-a-third-wave-of-the-pandemic/

Renata, S., & Monica, H. (2017). Regional Organization, Human Rights, and Conflict Resolution. In Human Rights and Conflict Resolution (Ch 5). Routledge Publishers

SADC: Regional Leaders must fix the Deteriorating Human Rights situation across the Region. Published on August 14, 2020. Source: Amnesty International. Retrieved from; https://www.amnesty.org/en/latest/news/2020/08/sadc-regional-leaders-must-fix-the-deteriorating-human-rights-situation-across-the-region/

Sherinda, M. (2021). Human Rights Violations in the Kingdom of Eswatini. Source: The Helen Suzman Foundation. Retrieved from; https://hsf.org.za/publications/hsf-briefs/human-rights-violations-in-the-kingdom-of-eswatini

Ssenyonjo, M. (2018). Responding to human rights violations in Africa: Assessing the role of the African Commission and Court on Human and Peoples’ Rights (1987–2018). International Human Rights Law Review, 7(1), 1-42.

Stiftung, B. (2020). BTI Country Report — Eswatini. Source: Bertelsmann Stiftung. Retrieved from; https://www.ecoi.net/en/file/local/2029530/country_report_2020_SWZ.pdf

INCLUSIVE EDUCATION FOR STUDENTS WITH AUTISM SPECTRUM DISORDER: A COMPREHENSIVE SYSTEMATIC REVIEW

2024-03-21T13:32:50+00:00

The aim of reviewing inclusive education for Students with Autism Spectrum Disorder is to ensure that all students have access to high-quality education, support their holistic development, promote inclusivity and equity, and foster collaboration among stakeholders to create a more supportive and inclusive learning environment for Students with Autism Spectrum Disorder. Autism Spectrum Disorder as a neurodevelopmental disorder characterized by persistent challenges in social communication and interaction, as well as restricted and repetitive patterns of behavior, interests, or activities. The challenges faced by Students with Autism Spectrum Disorder, including difficulties in social interaction, communication, sensory sensitivities, academic support and adaptation, behavioral and emotional regulation, peer acceptance, teachers’ knowledge and training, collaboration and executive functioning. It emphasizes the importance of understanding and addressing these challenges to create an inclusive learning environment. However, various strategies to overcome the challenges faced by Students with Autism Spectrum Disorder. These strategies include providing individualized support, such as visual support, structured routines, social skills training, and assistive technology. It emphasizes the significance of collaboration among teachers, support staff, specialists, and families to implement these strategies effectively. Furthermore, the benefits of Inclusive Education for Students with Autism Spectrum Disorder state that inclusive education promotes social inclusion, academic achievement, and the development of essential life skills. It emphasizes that inclusive classrooms provide opportunities for peer interactions, positive role modeling, and the development of self-advocacy skills.

Keywords: Autism spectrum disorder, inclusion, inclusive education.

REFERENCES

Abadi, R. (2020). Global prevalence of autism spectrum disorder: A meta-analysis. Journal of Developmental Psychology, 35(2), 89-102.

Alnasser, R. (2023). Early detection and intervention for autism spectrum disorder. Journal of Child Development, 45(1), 67-79.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Ashburner, J., Ziviani, J., & Rodger, S. (2016). Occupational therapists’ use of evidence-based practice: A cross-national study. Australian Occupational Therapy Journal, 63(2), 81-90.

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Barua, A. (2019). Assistive strategies and aids in inclusive education for Students with Autism Spectrum Disorder. Journal of Inclusive Education, 21(4), 345-358.

Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71(2), 447-456.

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