Özel Eğitim Bölümü / Department of Special Education
Permanent URI for this collectionhttps://hdl.handle.net/11413/8187
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Publication Metadata only Prospective Teachers' Beliefs About Human Intelligence in a Turkish Sample(Sage Publications Inc., 2023) KAYA, FATİH; Kaya, M. Talha; Kaya, SümeyyeResearch consistently reports a moderate to a strong relationship between intelligence and academic performance. For about a century, the concept of intelligence has often been used in the definition of giftedness and the identification of gifted students along with other data sources, although some experts are against it. An understanding of prospective teachers' beliefs about intelligence is important to unearth how they perceive intelligence and giftedness. We replicated Warne and Burton's (2020) study with 157 prospective Turkish teachers. They were selected using an online convenience sampling method from various departments of a faculty of education. Of the participants, 72.6% were female and 27.4% were male. We adapted Warne and Burton's (2020) survey, translating it to Turkish and administered it online to understand the prospective teachers' beliefs about intelligence as well as to examine if these beliefs differ across cultures. We found that the prospective teachers' understanding was mostly in line with the original study as well as the mainstream views of intelligence. We also found similar results to the original study, regarding the components of intelligence. Like the original study, the Turkish sample showed an understanding of the relationship between education and intelligence; however, the items about biological and genetic influences on intelligence, the plausible causes of group differences, the life outcomes of intelligence, and a cross-cultural comparison of intelligence had a low response uniformity in both studies. Similar findings across samples may be attributed to common, popular views as well as similar textbooks or other resources used in both cultures. The samples (e.g., educational level and age) may be partially responsible for the differences in the findings across both cultures.Publication Metadata only Video Enhanced Activity Schedules: Teaching Schedule Following and Pretend Play Skills to Children with ASD(Council for Exceptional Children, 2021) DALGIN, ÖZLEM; Ülke-Kürkçüoğlu, BurcuThe purpose of this study was to evaluate the effects of using video-enhanced activity schedules on a laptop on the acquisition, maintenance, and generalization of schedule following, and pretend play skills in children with ASD. In addition, social validity data were collected from the teachers and the mothers of the participating children. Four children with ASD, aged between 5 and 8 years, participated in this study. A multiple probe design across participants was used. The findings demonstrated that video-enhanced activity schedules on the laptop were effective in acquiring schedule following and three pretend play skills, (tea time, hairdressing, and railway train). In the study, all children maintained and generalized targeted skills across different settings and materials. The teachers and mothers of children reported positive opinions on the acceptability of the intervention and the importance of outcomes achieved. The results suggest that using video enhanced activity schedules for teaching both schedule following and pretend play skills at the same intervention sessions is an effective intervention for some children with autism. Future research implications are discussed.