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International Journal of Early Childhood Special Education (INT-JECSE)

Volume 6, Issue 2, December 2014

From the Editors,

DearINT-JECSEreaders and contributors,

We are excited to be with you with the second volume of sixth issue of the INT-JECSE as we are starting our sixth year with growing contributions of many experts from the field of early childhood special education world wide. We would like to extend our appreciations to all who contributes by submitting or reviewing manuscripts or have been readers of the INT-JECSE. In our second issue of the sixth year, you will find five articles on various topics of young children with special needs and their families or professionals.

The first article written by Selcuk Guven and Seyhun Topbas entitled as "Adaptation of the Test of Early Language Development-Third Edition(TELD-3) into Turkish:Reliability and Validity Study”.The results of the study showed that the test is convenient for Turkish language and culture with its high reliability and sufficient validity. TELD-3: T is ready to be used in the study with defined norm scores. In addition, the subtests of the TELD-3: T is able to distinguish between groups of children with normally developing language and children who have disabilities.

Olusegun Emmanuel Afolabi is the author of the second article entitled as "Parents’Involvement and psycho-educational Development of Learners with Special Educational Needs (SENs): An Empirical Review”. The study analyzed the interaction between parental involvement, inclusive education and learners educational achievement, synthesize findings that relates parental involvement paradigms with psycho-educational development of children and the interaction amongst parents’ involvement, school ecology and student’s academic success.Findings of the study explain a strong and meaningful relationship between parental involvement and academic achievement and that parent’s beliefs,expectations and experiences are important ingredients that support better learning outcomes for children.

With the title of "How Depressive Symptomatology of Mothers of Children with Pervasive Developmental Disorders Relates to their Participation in Relationship Focused Intervention”,in the third article, the authors,Gerald Mahoney, Bridgette Wiggers, Sunghee Nam, Shanna Kralovic, and Frida Perales determined the effectiveness of the responsive teaching intervention on the parents’ responsiveness and their children’ development. Results indicated that there were significant pre-post differences in parents and children. Mothers’ depressive symptoms were not associated with intervention in responsiveness. They werenegatively associated with intervention changes in children’s development and social emotional functioning.

Gulden Bozkus Gencand Serife Yucesoy Ozkan in the fourth article conducted"Pivotal Response Teaching for Children with Autism Spectrum Disorders: AnOverview”. The study is aimed to define the pivotal response teaching, explain the general characteristics of pivotal response teaching, and provide information about how to plan a training session, which is carried out using pivotal response teaching.

The fifth article written by Nuray Oncul and entitled as "Review of the Articles Related with Early Childhood Special Education in Turkey”, the purpose of the article was analyzed studies, related with early childhood special education in Turkey in last 20 years. The author accessed 55 convenient articles based on identified criteria and examined its according to the aim,participants, setting, instruments, intervention process, experimental design,procedural reliability, interobserver reliability, social validity, and its’ results.The author accessed 20 articles about teaching skills, 15 articles about inclusion,14 articles about families, and six articles about children with developmental failures and their peers. 

Looking forward to being with you in June 2015 issue...

Mehmet Yanardag, Ph.D. & Ibrahim H. Diken, Ph.D.


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INT-JECSE | International Journal of Early Childhood Special Education