International Journal of Early Childhood Special Education (INT-JECSE)
Volume 5, Issue 2, December 2013
From the Editors:

Dear INT-JECSE readers and contributors,


We are excited to be with you with the second volume of fifth issue of the INT-JECSE as we are completing our fifth year with growing contributions of many experts from the field of early childhood special education worldwide. 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 fifth year, you will find seven articles on various topics of young children with special needs and their families or professionals.


The first article written by Murat Doğan, A. Ümran Tüfekçioğlu and Nurhan Er and entitled as "The Impact of Early Intervention on Cognitive Performances of Children with Typical Development and with Hearing Loss: Working Memory and Short Term Memory” focuses on determining the impact of one year preschool education -a form of early intervention- on working memory (WM) and short term memory (STM) capacities of children either with typical development or with hearing loss, and the impact of early parent guidance on WM and STM capacities of children with hearing loss. Findings of the study indicated that early intervention is a must for cognitive development, at least for WM/STM capacities of children with hearing loss.


Bülbin Sucuoğlu, Hatice Bakkaloğlu, Fadime İşcen Karasu, Şeyma Demir and Selma Akalın are authors of the second article entitled as "Inclusive Preschool Teachers: Their Attitudes and Knowledge about Inclusion”. The authors investigated the knowledge and attitudes of preschool teachers regarding inclusive practices and to determine the relationship between knowledge and attitudes of the teacher about inclusion. Findings of this study yielded that teacher attitudes towards inclusion were neither positive nor negative and there is nosignificant relationship between the level of knowledge and attitudes of the teachers. All findings were discussed in terms of preschool teacher training programs and several suggestions were made to train teachers who are able to work with young children with disabilities in regular classrooms.


With the title of "An Examination of the Views of Parents of Children With Autism About Their Experiences at the Post-Diagnosis Period of Autism”, in the third article, the authors, Ömür Gürel Selimoğlu, Selda Özdemir, Gökhan Töret, and Ufuk Özkubat examined the perspectives of parents of children with autism regarding their experiences about their children’s diagnosis and services that they receive in the areas of special education, health and personal needs. Their findings were presented under four themes: 1) time difference between the recognition of children’s developmental differences and medical diagnosis, 2) assessment limitations experienced during the clinical diagnosis, 3) lack of support services for parental needs, and 4) collaboration problems among the various special education services.


Onur Özdemir, İbrahim H. Diken, Özlem Diken and Güçlü Şekercioğlu in the fourth article discuss "Reliability and Validity of Modified Turkish Version of Autism Behavior Checklist (ABC): Results of Pilot Study”. In this pilot study, authors investigated reliability and validity of Modified Turkish Version of Autism Behavior Checklist (ABC) before carrying out Turkish standardization study. Results of this study indicated that Modified Turkish Version of Autism Behavior Checklist has acceptable level of discriminant validity and criterion-related validity. Reliability results also yielded that Modified Turkish Version of Autism Behavior Checklist has acceptable level of internal reliability, andt est-retest reliability.


The fifth article written by Azar Hadadian and Kourtland R. Koch and entitled as "Issues in Labeling Young Children with Developmental Delay: Whose Responsibility is It?” focuses on highlighting issues pertaining to the discrepancies in defining the term"developmental delay” and further discuss the transition process from Part C to Part B.


With the title of "Early Childhood Intensive Education Programs in SpecialEducation: A Review of Studies on the Learning Experiences and Alternative Program (LEAP)”, in the third article, the author, Avşar Ardıç analysed the research findings about effectiveness of the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) and its components which applied on the children with autistic spectrum disorders (ASD) in early childhood. Findings of this review indicated that experimental studies of the effectiveness of LEAP and its components showed that LEAP and its components are effective application for children with ASD in early childhood.



Kristy Alfonso reviewed the book entitled "Working with Families of Young Children with Special Needs" written by Robert A. McWilliam. In the book, the author states many research based practices that can benefit those families who have children with special needs of early ages.


Looking forward to being with you in June 2014 issue…


Macid A. Melekoglu, Ph.D.                           Ibrahim H. Diken, Ph.D.

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

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INT-JECSE | International Journal of Early Childhood Special Education