Special education teachers who will work with students diagnosed with autism spectrum disorder (ASD) must have basic-level general and special education knowledge and skills.
Students diagnosed with ASD constitute the group of students with special needs who benefit the least from special education efforts, not only in Turkey but almost everywhere in the world. Special education teachers who will work with students diagnosed with ASD must have basic knowledge and skills in general and special education (e.g., individualization, classroom management, effective teaching, etc.). The specific qualifications that special education teachers working with these students must possess are as follows:
(a) mastering the characteristics and needs of students diagnosed with ASD,
(b) implementing instructional methods based on teaching social interaction skills (e.g., social stories, video modeling, etc.),
(c) implement teaching methods based on imparting communication skills (e.g., milieu teaching, script training, etc.),
(d) implementing instructional methods based on teaching independent living skills (e.g., activity schedules, community-based instruction, etc.),
(e) ability to make sensory and environmental adjustments (e.g., visual strategies, routines, etc.),
(f) implementing positive behavioral support strategies against behavioral problems,
(g) applying data collection methods regarding the instruction it offers,
(h) ability to work as a team in order to act together with other teachers, specialists, and family members,
Educational practices for students diagnosed with ASD, especially for the group other than those with Asperger's syndrome, may require working in very different formats and contents. For example, many children can show the fastest progress when they receive one-on-one, intensive, and uninterrupted behavioral education at a very early age. Or, it may be necessary to provide very intensive one-on-one behavioral education within a group. All these characteristics require teachers who will work with students diagnosed with ASD to have very special qualifications.
In Turkey, there are undergraduate and graduate-level special programs aimed at training teachers or specialists for students diagnosed with ASD. At the undergraduate level, these programs are generally handled within a general framework in “Special Education Teaching” programs. However, the educational needs of students diagnosed with ASD differ from the needs of other special education groups. Therefore, teachers working in the general field of special education may need more specific knowledge and skills when working with students diagnosed with ASD. Although limited in number, some universities in Turkey offer master's and doctoral programs focused on autism education. Additionally, master's and doctoral programs in the field of special education are available, and within the scope of these programs, it is also possible to specialize in ASD.
Educational Opportunities by Age
After the educational evaluation of the child, an education plan is prepared according to their age, and its coordination is carried out by the special education services board within the guidance and research center (RAM).
Early Childhood
If your child is under the age of 3 and has been diagnosed with autism spectrum disorder (ASD), they can receive early childhood education. This education is carried out in schools and institutions or, when necessary, at home, through the direct education of the child, as well as the informing and supporting of the family to contribute to the child's education. The planning and coordination of the education are carried out by the Special Education Services Board within the structure of the Guidance and Research Center (RAM).
Preschool
If your child is between the ages of 3-6, they can receive preschool special education. Preschool education is compulsory for children who require special education.
Preschool education is provided through mainstreaming, if possible, in preschool educational institutions such as daycares or kindergartens attended by typically developing children. Children diagnosed with ASD who cannot benefit from mainstreaming must attend special education institutions providing education at the preschool level.
Preschool institutions where children between 37-66 months of age are educated are named “Special Education Kindergarten”, while the classes opened for children between 48-66 months of age within the body of special education schools and institutions are named “kindergartens”. For children in need of special education whose registration is made through the e-School system, the compulsory preschool education period can be extended up to 78 months, based on the end of September, with the Special Education Evaluation Board Report. Upon the formal application of the child's parent, they can be placed in an appropriate institution by the decision of the provincial/district special education services board.
Elementary school
If your child is between the ages of 6 and 10, they can receive inclusive education in a primary school (basic education) alongside typically developing children. In cases where this is not possible, they may attend a special education class within a basic education primary school or the First Level program of a Special Education Practice School. With the extension of compulsory education to 12 years, the starting age for primary school has been lowered to 66 months; however, taking into account the developmental characteristics of children with special education needs, preschool education periods can be extended up to 78 months, thereby enabling these children to start primary school at the 79th month.
Middle school
If your child is between the ages of 10 and 14 and holds a primary school diploma, they can continue their middle school education together with their peers in a middle school (basic education) through inclusive education practices. In cases where this is not possible, they can attend a special education class within a basic education middle school or the Special Education Practice School Level II program.
High school
If your child is between the ages of 15-23 and holds a middle school diploma, they can continue high school together with their peers through inclusive practices in general and vocational institutions, or in a special education class of a high school within the body of basic education. In cases where this is not possible, they can attend the 3rd level of a Special Education Practice School.
Since secondary education has been included within the scope of compulsory education for individuals of compulsory education age who are in need of special education, home- and hospital-based education services will also be provided at this level, and educational services previously maintained as hospital primary schools are being organized as ‘Hospital Classrooms’ at the primary, secondary, and high school levels.
Individuals diagnosed with ASD who are outside the compulsory education age and unable to benefit from general education programs may attend vocational courses of varying subjects and durations in order to develop basic life skills, adapt to society, and acquire work and vocational skills. Additionally, families can request the governorship of their respective province to open vocational courses at public education centers for their children with autism.
Educational Environments
The child is educationally evaluated and, taking into account their age, is guided to appropriate educational environments, including inclusive education, special education classes, special education kindergartens, and special education practice schools.
Inclusive Education
Inclusion is the continuation of the education of children with special educational needs in the same environment with their peers in basic education schools attended by typically developing children. A child with special educational needs can receive inclusive education in preschool, primary, secondary, and high school institutions. Necessary support services must be provided by the state to special education students continuing inclusion and to the teachers of these students. Support services are services aimed at helping special education students adapt to inclusion environments or making the necessary arrangements in the curricula.
A child requiring special education may spend all of their school time in the same classroom with their typically developing peers (full-time mainstreaming), or they may spend a portion of their school time in a special education classroom (part-time mainstreaming). Whether it is more appropriate for the child to receive a full-time or part-time education is decided by the relevant boards and the family, based on the child's educational performance and priority needs.
Based on the program followed by the child, an Individualized Education Program (IEP) is prepared in accordance with their educational performance and needs. For the purpose of preparing the IEP, an individualized education program (IEP) development unit is established at the school or institution the child attends. The IEP development unit, chaired by the school principal or vice principal, consists of:;
- Parent/legal guardian of the student
- The student's classroom teacher
- Subject teachers who teach the student's lesson
- Guidance counselor / psychological counselor
- A member of the special education evaluation board when necessary
- The student themselves*
It consists of a field teacher who teaches vocational courses in special education schools that provide vocational training.
Additionally, if the opinions of experts from outside the school are needed, individuals from whom the student receives support services (physiotherapist, psychologist, etc.) may be invited to IEP development unit meetings in order to consult their opinions and suggestions.
* The student's participation in the IEP development unit meeting is not mandatory, but student participation in the meetings should be encouraged as much as possible.
In schools and institutions providing education through mainstreaming practices, physical, social, and psychological environment arrangements suitable for the student's disability are made. In these schools and institutions, special tools and equipment, educational materials, teaching methods, and student achievement evaluation methods are used to effectively carry out the educational services provided to the student; furthermore, a support education room is established. The personnel, other students, and their families in schools and institutions implementing mainstreaming practices are informed about the characteristics of individuals with special education needs by the relevant persons in the Guidance and Research Center (RAM) and the IEP (Individualized Education Program) development unit at the school. In schools and institutions, students who will receive education through mainstreaming are distributed evenly into classrooms, with a maximum of two students per class.
Necessary arrangements are made by the school for students continuing their education through mainstreaming to receive support education services. In this direction, support education services can be provided in the form of in-class assistance as well as in support education rooms.
Special Education Class
Special education classes are classes established within formal and private primary education schools for students requiring special education. The Provincial Directorates of National Education decide in which schools and for which disability groups special education classes will be established. In special education classes established for children with autism, the maximum class size is 4 students. Students who complete the special education class are not given a diploma, but a literacy certificate.
Special Education Kindergartens
Special education kindergartens are institutions that provide education for children aged 36-66 months with special educational needs. In these schools, educational programs and support services tailored to the individual needs of the children are offered. A RAM report indicating that the child has special educational needs is required. This report is issued as a result of the child's educational evaluation. Enrollment procedures are initiated upon the written request of the parent. The main objective of these schools is for children with special educational needs to:
- To develop daily living and self-care skills,
- To improve language and communication skills,
- To support her social skills,
- It is to ensure their adaptation to academic life and society.
Class sizes in special education kindergartens are organized according to the needs of the students. For example, for children with autism spectrum disorder, class sizes are planned to have a maximum of 4 students. Special education kindergartens aim to support children's development by offering educational programs tailored to their individual needs. In this process, it is important for families to benefit from guidance services and choose educational environments that suit their children's needs.
Special Education Practice Schools
Official and private special education practice schools are established for autistic students of compulsory school age who have characteristics that prevent them from attending the programs at the 1st, 2nd, and 3rd levels (primary school, middle school, and high school) in basic education schools. Special education practice schools are day-time educational institutions. The following matters are taken into consideration in the execution of educational services in these institutions:
In special education practice schools, a special education program prepared by the Ministry is implemented in order to develop individuals' self-care, daily living skills, and functional academic skills, and to ensure their adaptation to society. Based on this program, an individualized education program (IEP) is prepared for each child. The objectives and behaviors included in the IEPs are taken into account when evaluating the achievements of these individuals.
In special education practice schools, one-on-one education is provided to prepare students for group education who have not acquired toilet training, exhibit intense behavioral problems, and are unable to adapt to group education. Students within the scope of one-on-one education do not participate in group education. The duration of the education to be given to these students and the number of weekly class hours are determined by the Special Education Services Board.
An individual development report is prepared twice a year for every student attending special education practice schools. This report is sent to the student's parents along with the report card at the end of the semester and the academic year. Prepared with the aim of ensuring the continuity of education by allowing the student's development to be monitored by their family, the report details the student's level of acquisition of the knowledge and skills included in their IEP. Report cards and individual development reports are prepared by classroom teachers. Students attending special education practice schools cannot be evaluated with failing grades.
It is possible for students attending special education practice schools to participate in certain lessons and social activities at schools and institutions attended by their typically developing peers within the scope of mainstreaming practices. For this purpose, you can apply to the RAM for your child with autism. There are 1,076 special education practice schools in Turkey.