Akran zorbalığı sözel, fiziksel ve duygusal olarak zarar verici davranışları ifade etmektedir. Okullarda öğrenciler arasında sıklıkla meydana gelen zorba davranışlar kaynaştırma öğrencilerinin bulunduğu sınıflarda daha fazla gözlemlenebilmektedir. Bu araştırmada kaynaştırma sınıflarında meydana gelen akran zorbalığının öğretmenlerin ve kaynaştırma öğrencilerinin görüşleri açısından incelenmesi amaçlanmaktadır. Araştırma vaka çalışması olarak desenlenmiştir. Araştırmanın çalışma grubunun oluşturulmasında amaçlı örnekleme yöntemi kullanılmıştır. Çalışma grubunu sekiz öğretmen ile hafif düzey zihinsel yetersizliği, öğrenme güçlüğü ve dil ve konuşma bozukluğu olan sekiz kaynaştırma öğrencisi oluşturmaktadır. Araştırma verileri araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Araştırma verilerinin analizinde tümevarım analizi tekniği kullanılmıştır. Araştırmadan elde edilen bulgulara göre; 1) Öğretmenler akran zorbalığını şiddet, kabul etmeme, rahatsız etme ve baskı yapma biçiminde tanımlamışlardır, 2) Kaynaştırma öğrencilerinin en çok duygusal ve sözel zorbalığa maruz kaldığını ve bu durumun öğrencilerin içe kapanık, sosyalleşmekte güçlük çeken ve kendini ifade etmede yetersiz olmalarından kaynaklandığını belirtmişlerdir, 3) Kaynaştırma öğrencilerinin arkadaşlık ilişkilerinin genellikle iyi olduğunu, bazen anlaşmazlıklar yaşadıklarını belirttikleri ve arkadaşlık ilişkilerinin kötü olduğunu ifade edenlerin oyuna dahil edilmemelerini neden olarak gösterdikleri görülmektedir, 4) Kaynaştırma öğrencilerinin daha çok duygusal ve sözel zorbalığa maruz kaldıkları ancak arkadaşlarına vurma, tükürme gibi davranışlarda bulunuyor olmaları nedeniyle fiziksel zorbalık yaptıkları ortaya çıkmıştır.

<p style="text-align: justify;">This study aims to analyse the emotional intelligence scores of the special education teacher candidates for the predictor of multiple intelligences areas. This study was conducted through relational scanning model. 211 teacher candidates, 106 females and 105 males, participated in the study. Data were collected through Personal Information Form, Teele Multiple Intelligence Inventory and Schutte Emotional Intelligence Scale. Logistic regression analysis was used to find whether the gender and grade level variables, and optimism, utilization of emotions and the scores of emotion evaluation are statistically significant in defining predominant intelligence areas or not. SPSS 24.0 was used in the data analysis process. The results revealed that while the gender variable and optimism scores are significant variables predicting the determination of individuals in which predominant intelligence is both interpersonal and not, optimism and evaluation of emotions scores are significant variables predicting the determination of individuals whose predominant intelligence is both visual and not. However, the results suggested that demographic variables (gender and grade level) and emotional intelligence scores did not affect kinesthetic, musical, intrapersonal, logical and verbal intelligence areas which were found as the predominant intelligence areas of teachers.</p>

The purpose of this study is to investigate the effect of Personalized Book Advice Smart Application on secondary school students' motivation as well as determining the views of students, teachers, and parents regarding the application. In the research, a mixed method approach, in which quantitative analysis and qualitative analysis methods are used together, was adopted. In the quantitative part, 585 secondary school students, 300 of whom are in the experimental group and 285 in the control group; In the qualitative part, 105 students, 6 teachers and 247 families were included in the research. Similarly, the qualitative of the study involved 105 students, 6 teachers, and 247 parents. In the quantitative part of the research, data collected with the Reading Motivation Scale developed by Durmus. In the qualitative part, the data were collected through a questionnaire. The quantitative data were analyzed using parametric descriptive statistics, while the qualitative data were analyzed using descriptive analysis technique. According to the findings obtained from the research, there is a significant difference in reading motivation of secondary school students in terms of post-test scores. It is seen that the students like to read adventure books and think that the books proposed by the application are suitable for their interests. Teachers state that they find the application successful, and they like that the application forms reading habits, and recommends books according to their interests, moreover, the recommended books are suitable for the students' levels. On the other hand, the teachers think that teacher control is necessary. Additionally, parents state that they like the application because it recommends books according to the children's interests and those recommended books were suitable for their levels, however, they added that the number of the books needs to be increased.

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The aim of this research was to study the effectiveness of teaching with the simultaneous prompting in teaching students with intellectual disabilities attending the vocational education center and their ability to fold towels. Multiple baseline models with inter-subject probe stage, which is one of the single-subject research methods, has been used. The subjects of the research are three students, one female and two males, between the ages of 16-18. The dependent variable of the study was determined as the ability to fold the towel and the independent variable as the teaching with the simultaneous prompting using the physical prompt as a model + verbal prompt and error correction. In the study, inter-observer reliability and procedural reliability data were collected. Graphical analysis was used to determine the effectiveness of teaching with the simultaneous prompting. According to the findings obtained from the research, simultaneous prompting teaching is effective in teaching students with intellectual disabilities the ability to fold towels. It has been observed that the skill of folding towels into shapes continues to last two, three, and four weeks after the end of the education and that the subjects can generalize the skill in different types of towels.