ÖzOtizm spektrum bozukluğu (OSB) tanılı bireylerin aileleri, özellikle de anneleri bir takım olumsuz duygular ve deneyimler yaşayabilmektedirler. OSB'li bireylerin ailelerinin deneyimlerinin incelendiği araştırmalar, ailelere yönelik hizmetlerin planlanmasında ve etkili bir şekilde uygulanmasında yol gösterici bir rol oynamaktadır. Bu araştırmada, OSB'li çocuk sahibi annelerin deneyimleri ve OSB hakkındaki algıları fenomenolojik (olgubilimsel) desenle incelenmiştir. Veriler, mecazlarla (metafor) toplanıp, betimsel olarak analiz edilmiştir. Annelerin OSB'ye ilişkin mecazlarını ve bu mecazların anlamlarını içeren bulgular, ilgili alanyazın bağlamında tartışılarak, uygulama ve ileri araştırmalar doğrultusunda öneriler sunulmuştur.Anahtar Kelimeler: Annelerin Deneyimleri, Fenomenolojik Desen, Otizm Spektrum Bozukluğu, Özel Eğitim, Stresle Başa Çıkma AbstractThe research about the experiences of mothers provides unique findings concerning their support. The goal of this study is to understand the experiences of 20 Turkish mothers of children with autism spectrum disorders (ASD). This study has been conducted by utilizing a phenomenological approach, which is a type of qualitative methodology that aims to explore an individual's personal experiences. Data were collected using metaphors, which are a valuable data collection tool for gathering deep and new insights into educational studies. This data will then be analyzed via descriptive analysis. The results discussed in terms of implications for future research and practices. We are expecting this study to provide new knowledge about the perspectives of mothers in different countries like Turkey.

The aim of this study is to review the international studies of multiple disabilities carried out and to give a point of view to new studies through evaluating the studies via an analysis of literature between 2010 and 2020 years. With that aim, scientific studies published over the last ten years in the world about children, their families, services and practices provided for them about multiple disabilities were reviewed. The criterion for determining the international articles examined was that they were published in refereed journals. The review was carried out at electronic databases. During reviewing, the databases of ERIC, EBSCO, Topic Search and Primary Search and international scientific journals were reviewed using the key words, special education, multiple disabilities, multiple impairments, severe and multiple disabilities between the years 2010-2020. Also, online indices were reached through the journals published in the related faculties of universities. 96 articles of the studies made in the world between 2010-2020 were examined. The articles reached were examined in terms of aim, participants, methods, limitations, findings, and suggestions, and they were explained detailedly in the findings part. It is hoped that the researches examined in this study will serve as a model for future studies about multiple inabilities and increase the scientific interest.

Introduction:The aim of this study is to review the process of teaching coding to a student with autism spectrum disorder (ASD) and to examine that student's educational gains, problems encountered during process, and suggestions for solutions. Method:The research was designed as a case study and involved a three-month instruction process, during which the instruction sessions were prepared via the explicit instruction method of coding skills for a 10-year-old boy with autism spectrum disorder. Further, the contributions of this study were analysed through the data obtained via content analysis method with the NVivo 10 program. Findings:The findings indicated that the participant demonstrated significant gains as a result of the coding teaching process. He successfully completed the first and second levels in the Code.org platform by reducing the level of help given under the researcher's supervision. The participant completed the last two lessons of his second level without any help and became independent in coding skills. The gains increased the participant's motivation; he further stated that he wanted to make coding his future profession. Discussion:The participant not only gained skills in programming, he also learned new skills, e.g., finding the document he saved on a computer, taking a screenshot, and printing something out. According to the literature, programming teaching not only contributes to career planning in the field of engineering, these skills can also be used in daily life or will be needed in other professions. It has been emphasized that individuals with ASD should not only use technology as consumers, but also should be productive individuals in the field of technology by developing their computational thinking skills.