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    Attitudes of Turkish Parents Toward Sex Education of Their Intellectual Disability Children
    (Univ Indonesia, 2022) Sari, Hakan; Pursun, Tugba
    Background: Legal regulations in Turkey state that it is a fundamental right for children with intellectual disability to receive sex education. However, such education is highly limited due to the negative attitudes of these children's parents. Therefore, the main aim of this study is to evaluate the attitudes of Turkish parents toward the sexual education of their intellectually disabled children. Methods: This quantitative study used the survey method on 311 parents who have children with intellectual disabilities. Data collection was carried out using a Likert-type scale questionnaire developed by the author. Socio-demographic variables were attained, and the data collected were analyzed. Results: Most of the parents (85%) believe that their children need support for sexual education, but cannot improve themselves to teach such subject without undergoing such education as well. However, the parents appear to have positive attitudes toward sexual education for their intellectually disabled children and believe that it can be provided adequately. Conclusions: Turkish parents have positive attitudes toward sex education for their children intellectual disability children. Therefore, adequate information about sex education might be needed from the professionals to empower the parents.
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    An Effectiveness of Thinking Training Program on Cognitive Styles of Children with Learning Difficulties
    (Turkish Education Assoc, 2014) Secer, Zarife; Sari, Hakan
    In this research, the effects of reflectivity traning program on impulsive cognitive style of children with learning difficulties are examined. The research methods included the two groups- experimental and control groups. In this research, the universe of this study is consisted of 180 children who are enrolled as third grade children in Ertugrul Gazi Primary School in Konya Selcuklu Local Education Authority (LEA). The study group as experimental group (ten children) and control group (ten children) included twenty children as total. The training programme which was used in this research to increase reflectivity was developed by the researchers. As a research instrument, Matching Familiar Figures Test-20 was used to be able to collect the data. For the data analysis, 'Mann-Withney-U Test' and 'Wilcoxon Signed Rank Test' were used. As a result, a number of errors were decreased and the lenght of latency of experimental group of children were increased.
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    The impact of STEAM (STEM
    (Wiley, 2023) Sari, Hakan; Cevik, Mustafa; Cevik, Ozge
    The aim of this research is to examine the effect of STEAM (STEM + Arts) education, which is an interdisciplinary approach that has been frequently used in developed countries in recent years, on the science course learning outcomes of students with specific learning disabilities. The model of the research was structured as a mixed design and was realized with an explanatory sequential design. In this context, the research took place in two separate interactive stages. In the first stage, a quantitative method was applied. In this section, a one-group pretest-posttest pre-experimental model was used. The research was carried out with 4 students who were studying in a state primary school in a province in the Southern Region of Anatolia and who were diagnosed with specific learning disabilities. As data collection tools, an academic achievement test and STEAM process rubric were used. Means and standard deviations were used in the analysis of the data collected from the pretest, posttest, persistence test and rubrics. In the qualitative section of the study, interviews were conducted with the participants in order to evaluate STEAM education in the light of the quantitative stage, and diaries were kept for the participants in the context of a more in-depth and objective examination of the process. The data collected by qualitative data tools were subjected to content analysis and direct quotations were made from the opinions and diaries of the participants. As a result of the research, it was determined that the quantitative findings overlapped with the qualitative findings. It was observed that the STEAM activities increased the academic success of the participants, that their motivation was high, and that they were curious and eager for the activities. In addition, it was revealed that they made an effort to use the knowledge and experience they had gained from the STEAM activities in other courses.
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    The Training Program for Individualized Education Programs (IEPs): Its Effect on How Inclusive Education Teachers Perceive their Competencies in Devising IEPs
    (Edam, 2017) Ilik, S. Senay; Sari, Hakan
    In order for inclusive education teachers to create a high quality environment, to recognize which individuals require special education, and to implement the principles of inclusive education, these teachers need to be able to use methods and techniques related to the program's content. In addition, student-performance evaluations need to happen and IEPs must be prepared, implemented, and evaluated by IEP teams. After examining the literature, however, teachers are observed to have insufficient knowledge about how toon preparing IEPs. This study aims to reveal the effect that the IEP training program has on how inclusive education teachers perceive their IEP competencies for the development process. In line with this aim, answers to the two following questions have been sought: (a) What are inclusive classroom teachers' self-perceptions of their IEP competencies, and (b) Do inclusive classroom teachers' post-test scores from the IEP Competence Scale show a significant difference based on whether or not they had attended the In-Service IEP Development Training Program? This study, being a mixed-methods design, makes use of both qualitative and quantitative methods. During the qualitative phase of the study, interviews have been conducted with 24 classroom teachers, whereas during the quantitative phase, an experimental study has been conducted over one control and one experimental group, each containing 19 teachers. As a result of the semi-structured interviews conducted in the present study, teachers are found to have shortcomings in almost every stage of the IEP development process, whereas a significant difference in favor of the experimental group was found upon examining both groups' post-test scores following the in-service IEP training program.
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    The Training Program for Individualized Education Programs (IEPs): Its Effect on How Inclusive Education Teachers Perceive their Competencies in Devising IEPs
    (Edam, 2017) Ilik, S. Senay; Sari, Hakan
    In order for inclusive education teachers to create a high quality environment, to recognize which individuals require special education, and to implement the principles of inclusive education, these teachers need to be able to use methods and techniques related to the program's content. In addition, student-performance evaluations need to happen and IEPs must be prepared, implemented, and evaluated by IEP teams. After examining the literature, however, teachers are observed to have insufficient knowledge about how toon preparing IEPs. This study aims to reveal the effect that the IEP training program has on how inclusive education teachers perceive their IEP competencies for the development process. In line with this aim, answers to the two following questions have been sought: (a) What are inclusive classroom teachers' self-perceptions of their IEP competencies, and (b) Do inclusive classroom teachers' post-test scores from the IEP Competence Scale show a significant difference based on whether or not they had attended the In-Service IEP Development Training Program? This study, being a mixed-methods design, makes use of both qualitative and quantitative methods. During the qualitative phase of the study, interviews have been conducted with 24 classroom teachers, whereas during the quantitative phase, an experimental study has been conducted over one control and one experimental group, each containing 19 teachers. As a result of the semi-structured interviews conducted in the present study, teachers are found to have shortcomings in almost every stage of the IEP development process, whereas a significant difference in favor of the experimental group was found upon examining both groups' post-test scores following the in-service IEP training program.