Bu çalışma, ülkemizde özel eğitim alanında doğum öncesi ve doğum sonrası dönemlerde hangi araçlarla ve nasıl değerlendirme yapıldığını ortaya koymayı amaçlayan bir derleme makalesidir. Çalışmada, Türkiye'de doğum öncesi dönemden başlayarak okul dönemini de içine alan süreçte yürütülen tanılama ve değerlendirme uygulamaları ile bu uygulamalarda kullanılan değerlendirme araçlarının özellikleri tanıtılmaya çalışılmıştır. Bireyin gelişiminin izlenmesi, risk altında olanların belirlenmesi, gerekli önlemlerin alınması ve gereksinim duyulan türde programların hazırlanabilmesi için farklı dönemlerde farklı değerlendirme yöntemlerinden yararlanılmaktadır. Çocuğun gelişimi için yapılabilecekler konusunda aileye ve uzmanlara dayanak sağlayan bu değerlendirmeler, doğum öncesi dönemden başlamakta, bebeklik, erken çocukluk ve okul döneminde devam etmektedir. Uygun yapılan değerlendirme ile gereksinime yönelik hazırlanan plan sayesinde hem zaman tasarrufu sağlanmakta hem de mümkün olan en erken dönemde etkili müdahaleye başlanmaktadır.

One of the biggest issues in education today is classroom management, particularly in inclusive environments where students' demands are diverse. The literature suggests using management strategies and evidence-based approaches to manage classrooms effectively. This study aims to investigate how teachers implement evidence-based classroom management techniques in inclusive primary school settings. The data of the research were collected through an online questionnaire and semi-structured interviews. Within the parameters of the study, 103 participants who met the criteria for purposive sampling completed an online questionnaire, and 10 participants took part in semi-structured interviews. The results from the online questionnaire reveal that ‘clearly defining the classroom rules’ is the most often employed evidence-based classroom management technique by teachers. After a descriptive analysis of the data from the semi-structured views. Eleven themes and 35 sub-themes were identified. The findings were discussed and compared with the literature. Recommendations were presented. Keywords: Classroom management, evidence-based approach, inclusive education, integration, management strategies teacher behaviors;

Augmented reality has the potential to give students a unique experience, including when teaching science subjects. The purpose of this study was to examine the effectiveness of an augmented reality-based intervention in teaching “Solar Systems and Planets” to four students with learning disabilities. The dependent variable was the percentage of the students’ correct answers to the questions about the science unit. The independent variable was the augmented reality-based intervention. A multiple baseline across participants’ designs was used in the study. The results showed a functional relationship between the augmented reality-based intervention and the percentage of correct answers the students gave to the questions. All four students showed significant gains immediately after receiving the intervention and maintained it between one and 5 weeks. Social validity findings also showed that students enjoyed the augmented reality-based intervention and were willing to use it in other subjects.

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Twice exceptional (2e) individuals are defined as exceptionally talented persons in one or more areas including academic skills, creativity, leadership, and visual arts accompanied by challenges in one or more areas such as reading, writing, and mathematics. This study aimed to present the views on the academic and social-emotional development of a gifted student with learning disabilities. This research was conducted as a case study by using qualitative research methods. The authors conducted semi-structured interviews with the mother, elementary school teacher, special education teacher, and the 2e student himself. The study concluded that the participants emphasized the adaptations that were made in schools for 2e students and the need for support from parents, peers, and teachers for 2e students as well as the necessity for cooperation between school and family.