International Journal of Early Childhood Special Education (INT-JECSE) is an online, open-access, scholarly, peer-reviewed journal offering scholarly articles on various issues of young children with special needs (0-8 age) and their families.
From the editors,
Volume 7, Issue 2, December 2015
Dear INT-JECSE readers and contributors,
We are excited to be with you with second issue of the seventh volume of the INT-JECSE as we are starting our eighth year with growing contributions of many experts from the field of early childhood intervention/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 seventh volume, you will find nine articles on various topics of young children with special needs and their families or professionals.
The first article was written by Ayse Tuba Ceyhun, Selda Ozdemir, Gokhan Toret and Ufuk Ozkubat entitled as “A Comparison of Parents-Child Interactions of Children with Autism Spectrum Disorders and with their Parents and Typically Developing Children and their Parents”. The results of the study showed that while parents of children with ASD displayed a lower level of emotional expressiveness and responsive interactional behaviors towards their children, there was no significant difference between parents of children with ASD and typically developing children with regard to achievement oriented behaviors. Findings of the study were discussed in relation to the literature on parent-child interactions of typically developing Turkish children and children with ASD and suggestions for further research were provided.
Cem Aslan, Selda Ozdemir, Pinar Demiryurek and Hale Cotuk are the authors of the second article entitled as “Examining Play Diversity and Play Complexity of Typically Developing Children and Children with Visual Impairments”. The study compared the play diversity and complexity of typically developing children, children with low vision and children with severe visual impairments aged between 3 and 6 years. According to results, while the play diversity of typically developing children, children with severe visual impairments and children with low vision significantly differentiated in the same and different play categories, results did not indicate any significant difference in non-play category. In addition, findings suggested that the play complexity levels of typically developing children, children with low vision and children with severe visual impairments were differentiated significantly in the symbolic and non-functional play behavior categories. However, the difference was not significant in the functional play category.
With the title of “Inclusion as an Approach and Process for Promoting Acceptance and Success: Comparative Perspectives between the United States and China”, authors in the third article,, Chun Zhang & Biying Hu examine the histories of Special Education in the United States and China, the progress they have made, the directions they are going, lessons they can learn from each other, and how these two societies can transform themselves to be more accepting, supportive, and inclusive because of the education and support provided to individuals with disabilities.
Janet Siew Poh Law and Noel Kok Hwee Chia, in the fourth article were carried out their study entitled as “Exploring Efficacy of a Community-Based Reading Programme for At-Risk Children”. The study aimed at reporting an exploratory evaluation of a community-based reading programme kids READ.
The fifth article was written by Lundqvist Johanna, Allodi Westling Mara and Siljehag Evaand entitled as “Special Educational Needs and Support Provisions in Swedish Preschools: A Multiple-Case Study”. As a multiple-case stud, the purpose was to investigate the abilities and needs of children in some comprehensive and specialised preschools adopting some form of inclusive education, and to describe the provided support that was designed to enhance children’s participation and learning.
Ceyda Turhan and Sezgin Vuran are the authors of the sixth article entitled as “The Effectiveness And Efficiency Of Social Stories And Video Modelling On Teaching Social Skills To Children With Autism Spectrum Disorder”. The study compared the effectiveness of computer based social stories and video modeling while teaching social skills to children with autism spectrum disorder. The results of the study indicated that video modeling was more effective to increase playing skills indepedently than social stories. Three, five and seven weeks after intervention maintanence probes were conducted and the maintanence results indicated that the skill was going on.
With the title of “The Use of Video Modeling with The Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers with Autism”, in the seventh article, the authors, Serhat Odluyurt, Hatice Deniz Degirmenci, Iclal Adalıoglu and Alper Kapan determined the effectiveness of the use of video modeling (VM) alone and VM procedure with the picture exchange communication system (PECS) procedures. The authors compared these two procedures in order to increase independent communicative initiations in preschool-age students.
Jerry Aldridge, Jennifer L. Kilgo and A.K. Bruton in the eighth article entitled as “Transforming Transdisciplinary Early Intervention and Early Childhood Special Education through Intercultural Education” defined intercultural education as it relates to working with families of young children in early intervention/early childhood special education. Issues concerning intercultural education with young children and their families also are considered. Suggestions are proposed for how intercultural education can transform and enhance current practices, within a transdisciplinary framework.
The ninth article written by Meram Mısır Horasan and Binyamin Birkan and entitled as “The Effects of Incidental Teaching on Teaching Children with Autism Spectrum Disorders to Demand Their Lost Objects Verbally” was on determination the effect of incidental teaching on teaching three children with autism spectrum disorders to demand verbally their lost objects. The analysis of data gathered through interviews were made through descriptive analysis technique and the findings were analyzed paying attention to the literature and other studies. The result of the study shows that incidental teaching method was effective on teaching verbal demanding skills to children with autism spectrum disorders for finding their lost objects.
Looking forward to being with you in June 2016 issue…
|No announcements have been published.|
Vol 7, No 2 (2015): International Journal of Early Childhood Special Education
Table of Contents
|Otizm Spektrum Bozukluğu Olan Çocuk ve Ebeveynlerinin, Ebeveyn-Çocuk Etkileşimlerinin Normal Gelişim Gösteren Çocuk ve Ebeveynleri ile Karşı laştırılması|
|Ayşe Tuba Ceyhun, Selda Özdemir, Gökhan Töret, Ufuk Özkubat||183-211|
|Görme Yetersizliğinden Etkilenen ve Normal Gelişim Gösteren Çocukların Oyun Çeşitlilik ve Karmaşıklık Düzeylerinin İncelenmesi|
|Cem Aslan, Selda Özdemir, Pinar Demiryurek, Hale Cotuk||212 -237|
|Inclusion as an Approach and Process for Promoting Acceptance and Success: Comparative Perspectives between the United States and China|
|Chun Zhang, Biying Hu||238-250|
|Exploring Efficacy of a Community-Based Reading Programme for At-Risk ChildrenJanet Siew Poh LAW|
|Janet Siew Poh Law, Noel Kok Hwee CHIA||251 - 272|
|Special Educational Needs and Support Provisions in Swedish Preschools: A Multiple-Case Study|
|Lundqvist Johanna, Allodi Westing Mara, Siljehag Eva||273 - 293|
|The Effectiveness And Efficiency Of Social Stories And Video Modelling On Teaching Social Skills To Children With Autism Spectrum Disorder|
|Ceyda Turhan, Sezgin Vuran||294 - 315|
|The Use Of Video Modeling With The Picture Exchange Communication System To Increase Independent Communicative Initiations In Preschoolers With Autism|
|Serhat Odluyurt, Hatice Deniz Degirmenci, Iclal Adalioglu, Alper Kapan||316 - 342|
|Transforming Transdisciplinary Early Intervention and Early Childhood Special Education through Intercultural Education|
|Jerry Aldridge, Jennifer L. Kilgo, A.K. Bruton Bruton||343 - 360|
|The Effects of Incidental Teaching on Teaching Children with Autism Spectrum Disorders to Demand Their Lost Objects Verbally|
|Meram Mısır Horasan, Binyamin Birkan||361 - 383|
|INT-JECSE INT-JECSE||183 - 383|
This work is licensed under a Creative Commons Attribution 4.0 License.