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

Volume 6, Issue 2, December 2014

From the Editors,

Dear INT-JECSE readers and contributors,

We are excited to be with you with the second volume of sixth issue of theINT-JECSE as we are starting our sixth year with growing contributions ofmany experts from the field of early childhood special education worldwide.We would like to extend our appreciations to all who contributes bysubmitting 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 varioustopics of young children with special needs and their families orprofessionals.

The first article written by Selcuk Guven and Seyhun Topbas entitled as"Adaptation of the Test of Early Language Development-Thid Edition(TELD-3) into Turkish: Reliability and Validity Study”. The results of thestudy 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 usedin the study with defined norm scores. In addition, the subtests of the TELD-3: T is able to distinguish between groups of children with normallydeveloping 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 withSpecial Educational Needs (SENs): An Empirical Review”. The studyanalyzed the interaction between parental involvement, inclusive educationand learners educational achievement, synthesize findings that relates parentalinvolvement paradigms with psycho-educational development of children andthe interaction amongst parents’ involvement, school ecology and student’sacademic success. Findings of the study explain a strong and meaningfulrelationship between parental involvement and academic achievement andthat parent’s beliefs, expectations and experiences are important ingredientsthat support better learning outcomes for children.

With the title of "How Depressive Symptomatology of Mothers of Childrenwith Pervasive Developmental Disorders Relates to their Participation inRelationship Focused Intervention”, in the third article, the authors, GeraldMahoney, Bridgette Wiggers, Sunghee Nam, Shanna Kralovic, and FridaPerales determined the effectiveness of the responsive teaching interventionon the parents’ responsiveness and their children’ development. Resultsindicated that there were significant pre-post differences in parents and

children. Mothers’ depressive symptoms were not associated withintervention in responsiveness. They were negatively associated withintervention changes in children’s development and social emotionalfunctioning.

Gulden Bozkus Genc and and Serife Yucesoy Ozkan in the fourth articleconducted "Pivotal Response Teaching for Children with Autism SpectrumDisorders: An Overview”. The study is aimed to define the pivotal responseteaching, explain the general characteristics of pivotal response teaching, andprovide information about how to plan a training session, which is carried outusing pivotal response teaching.

The fifth article written by Nuray Oncul and entitled as "Review of theArticles Related with Early Childhood Special Education in Turkey”, thepurpose of the article was analyzed studies, related with early childhoodspecial education in Turkey in last 20 years. The author accessed 55convenient articles based on identified criteria and examined its according tothe aim, participants, setting, instruments, intervention process, experimentaldesign, procedural reliability, interobserver reliability, social validity, and its’results. The author accessed 20 articles about teaching skills, 15 articles aboutinclusion, 14 articles about families, and six articles about children withdevelopmental failures and their peers. Looking forward to being with you inJune 2015 issue...

Mehmet Yanardag,

Ph.D.Associate Editor 

Ph.D. Ibrahim H. Diken,

  INT-JECSE Editor-In-Chief, INT-JECSE

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INT-JECSE | International Journal of Early Childhood Special Education