Bir literatür taraması olan bu çalışmanın amacı; bütünleştirme kapsamında öğretmen yeterlilikleri konusunda yapılan çalışmaların içerik ve yöntem eğilimlerini belirlemektir. Yapılan taramalar sonucu konuyla alakalı olabilecek sadece 6 araştırmaya ulaşılmıştır. Çalışmaların sınırlı sayıda olması nedeniyle zaman aralığı kısıtlaması yapılmadan tarama yapılmıştır. Çalışmalar yayınlanan dergi, yıl amaç, yöntem, katılımcı sayısı ve bulgular açısından incelenmiş ve özetlenmiştir. Araştırmalar incelendiğinde Türkiye'de bütünleştirmenin kaynaştırma tanımı üzerinden tanılandığı bunun sonucu olarak öğretmenlerin bütünleştirmeyi yanlış algıladığı görülmektedir. Ayrıca Türkiye'de bütünleştirme kapsamında öğretmen yeterliliklerini konu alan bir araştırmaya denk gelinmemiştir. Türkiye'de bütünleştirmenin net olarak tanımlanması, bu konuda yasaların yeterli hale getirilmesi ve bütünleştirme kapsamında öğretmen yeterliliklerini konu alan araştırmaların yapılması gerektiği önerilmektedir.

The purpose of this research is to discuss teacher competencies and qualifications in special education schools, special education classes, counseling and research centers (CRC), and special education rehabilitation centers (SERC) for providing educational support services (ESS) to individuals with special needs (SEN). This research was designed as qualitative research, and focus group interviews were chosen as a data collection technique. Sixty-two teachers working in CRCs, SERCs, special education schools, and classes participated in the research. A descriptive analysis method, which is used in qualitative research methods, was used in order to analyze the research data. The findings of the research were examined under six themes. It was found that the teachers (including special education teachers) had difficulty in teaching skills and concepts, interfering problem behaviors, providing sexual education with students and parent training, communicating with families in their native language, planning a student's individual education planning (IEP), assessing students formally and informally, and adapting to technology for the goals of IEP. Furthermore, in an inclusive education system, teachers do not/cannot offer support services to those with diverse languages, religions, cultures, and sexual orientations. On the other hand, this research concluded that teachers who spoke with students and families in their native language were more effective in improving students.

The purpose of this study was to determine the special education support services regarding inclusive practices for students with special needs. The study was conducted in the provinces of Mardin and Istanbul in Turkey. Focus group discussions were used in this study, the findings were analyzed descriptively.The resulting data; "Guidance and Resource Center (GRC)", "Rehabilitation Centers", "Ministry of Education", "ME schools," "Teachers," "Family and regional differences" and "special education and teacher training programs given in universities," were grouped under mentioned teams. These teams have been analyzed and the results obtained are given below under the relevant headings.It was seen that the support services were limited and inconsistent with inclusive practices. Suggestions for these pitfalls include accommodations for students from different languages, religions and cultures.

The purpose of this research, to determine the effectiveness of the family education program for teaching a leisure time skill to individuals who have ASD and intellectual disability. The research was planned with the multiple probe design across participants which is one of the single subject research methods. Three mothers and their children who diagnosed with ASD participated in the study. The age range of the mother participants is 26-41. Two of the child participants are boys and one of them is girl and their age range is between 9-11 years. Dependent variable is the level of individuals with special needs' learning the ability to cut paper with scissors. The independent variable of the research is Family Education Program for Teaching Leisure Skills (LEP). The family education program is planned as three sessions both as Home Based and Institutional / School Based Family Education Programs. In this program, which is carried out both at home and in school, a booklet was created for parents for the skill of cutting with scissors. The prepared book consists of three chapters. According to the findings obtained as a result of the research, students gained the skill of cutting with scissors. The monitoring data of the research showed that the skill gained was preserved. In addition, parents used the method of increasing the hint gradually, appropriately and reliably. This shows that the least to most prompting method can be used safely and effectively by families as well as professionals with a planned and comprehensive training. According to the social validity data, the parents expressed their satisfaction for participating in the family education program and being able to give their children this skill. According to these findings, LEP has been found effective in teaching a leisure skill to children who have ASD and intellectual disability.