Who Can Provide Training?

The ability of individuals diagnosed with autism to receive effective and efficient education is possible not only through well-intentioned approaches but also through education provided by experts equipped with scientific-based knowledge and methods.

Information and Skills Required for Special Education Teachers

Recognizing the developmental characteristics and educational needs of students diagnosed with autism,
Preparing and following a personalized education program (BEP) for the student,
Using scientifically based teaching practices that promote the acquisition of social skills (e.g., social stories, video-based teaching),
Using scientific-based teaching practices based on the acquisition of communication skills (e.g., alternative and supportive communication, replicated teaching, opportunity teaching),
Using scientifically based teaching practices for independent living skills (e.g., activity charts, community-based teaching),
Being able to adapt the environment according to sensory needs (e.g., using visual strategies, creating routines),
Implementing positive behavioral support strategies against behavioral problems,
Implementing data collection techniques related to the teaching provided,
Establishing effective collaboration with team members, such as other teachers and specialists, as a family;,
Being open to professional development,
Mastering and applying the ethical principles in special education.

Students diagnosed with autism (excluding those in Level 1) require different educational approaches that require one-on-one and intensive support. This requires teachers to be equipped with specialized knowledge and skills. In Turkey, a limited number of universities offer master’s and doctoral programs focused on autism. However, in order to provide effective education, specialized expertise in autism is also required in addition to general special education knowledge.

Applied Behavior Analysts and Areas of Work

Applied behavior analysts are professionals who use the principles of applied behavior analysis (ABA) and evaluate, support, and improve the behavior of individuals in accordance with these principles. Many applied behavior analysts provide support in the areas of communication, language development, daily living skills, social skills, and challenging behaviors by working with individuals with autism, developmental disabilities, or learning difficulties. Applied behavior analysts also work in different practice areas such as human resources, business management, organizational development, healthy living, child development, psychology, and animal training.

Regardless of the environment and target group being studied, the fundamental goal of applied behavioral analysts is to improve the quality of life of individuals and contribute to them living a more independent and functional life.

While the number of individuals with autism in Turkey is increasing, access to scientifically based and systematic interventions is still limited. In the USA and many European countries, the field of training behavior analysts, who play an important role in the education of children with autism, is opening up. In Turkey, there is yet to be any training for behavior analysts at the graduate level. program However, this program is unable to provide the number of graduates that would meet the current need in the autism field. Moreover, Behavior Analysis is not yet a legally recognized profession in our country. Therefore, even if they have completed graduate certificate or training programs, it is not possible for behavior analysts to be employed with this title. However, behavior analysts play an important role in preventing the widespread of ineffective practices in autism, in guiding families towards correct and scientifically based approaches, and in improving the quality of services provided to individuals with autism. Strengthening human resources in this field is an essential requirement for individuals with autism to have fairer and more effective access to educational and life support services.

Educational Environments

The child's educational assessment is conducted and, taking age into account, they are referred to appropriate educational environments, such as integration training, special education classrooms, special education preschool/special education practice schools.

Converging Environments

Resocialization is the process by which children with special needs continue their education in mainstream schools where typically developing children attend. Children with special needs can receive resocialization education in preschool, primary, secondary, and higher education institutions. The necessary support services for children who continue to resocialize must be provided by the state. Support services are services aimed at helping special needs students adapt to mainstream environments or make necessary adjustments to their curriculum.

Special needs children can spend all their time in the school in the same class with typical developing peers (full-time integration), or they can spend part of their time in a special education class (part-time integration). Whether the child should receive full-time or part-time education is decided by the relevant committees and the family based on the child's educational performance and priority needs.

In schools and institutions where education practices are implemented through inclusion, physical, social, and psychological environment arrangements are made that are appropriate to the student’s disability. In these schools and institutions, special tools, educational materials, teaching practices, and techniques for evaluating student achievement are used to ensure that the student’s education services are effectively carried out; in addition, a support education room is opened. Staff at schools and institutions where inclusion practices are implemented, other students, and their families are informed by the RAM and the relevant personnel in the BEP development unit at the school. In schools and institutions, the students who will receive education through inclusion are distributed equally to a class with a maximum of two students.

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.

What is the Individualized Education Program (BEP)?

Based on the program the child follows, an Individual Education Program (BEP) is prepared in line with their educational performance and needs. In order to prepare the BEP, a BEP development unit is established at the school or institution the child attends. The BEP development unit is composed of the following members under the leadership of the school principal or deputy principal:

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*
An area teacher who teaches vocational courses in private vocational education schools

*The student's participation in the BEP development unit meeting is not mandatory, but if possible, the student's participation in the meetings and sharing of their views should be encouraged.

Special Education Class

Special education classes are classes opened within public and private schools within the basic education system for students requiring special education. The Provincial Directorate of National Education decides which schools open special education classes for which disability groups. In special education classes for children with autism, there is a maximum of 4 students and a maximum of 2 teachers per class. Students who complete the special education class are not awarded a diploma; they are awarded a literacy certificate.

Special Education Kindergartens

Special education preschools are institutions that provide education to children with special needs aged 36–66 months. In these schools, educational programs and support services tailored to the individual needs of the children are provided. A RAM report stating that the child has special educational needs is required. This report is prepared as a result of the child’s educational assessment. Registration procedures are initiated upon the written request of the parent.

Basic goals:

To develop daily living and self-care skills,
To improve language and communication skills,
To support her social skills,
To ensure their integration into academic life and society.

The class size in private education preschools is arranged according to the needs of the students. For example, the class size for children with autism is planned to be no more than 4 students. Private education preschools aim to support the development of children by providing educational programs tailored to their individual needs.

Special Education Practice Schools

Official and private special education practice schools are opened for students with autism who are in the compulsory education age and cannot continue in the I., II., and III. grades (kindergarten, primary school, and high school) programs of basic education schools. Special education practice schools are day schools. In these institutions, the following factors are taken into account in the implementation of educational services:

A special education program prepared by the Ministry of National Education is implemented to improve individuals' self-care and daily living skills and functional academic skills, and to ensure their integration into society.
Based on this program, a BEP is prepared for each child; in the evaluation of success, the goals and behaviors in the BEPs are taken into account.
One-to-one training can be provided for students who have not received toilet training, have severe behavioral problems, and cannot adapt to group training; the weekly class hours and duration for these students are determined by the Special Education Services Board.

An individual development report is prepared for each student attending private education institutions twice a year. This report is sent to the parent along with the mid-year and end-of-academic year reports. In these schools, students cannot be evaluated with a failing grade. Students attending private education institutions may attend some classes and participate in social activities at schools and institutions where their peers who have shown typical development are enrolled under integration programs.

There are 1076 private education practice schools in Turkey.

Special Education Vocational High Schools

Official and private special education vocational schools are opened for students with autism who have completed compulsory education and graduated from special education practice schools, or have demonstrated qualifications equivalent to this level. These institutions are day schools.

Professional skills that support students’ participation in employment are developed along with self-care, daily living, and social adjustment skills.
Special education vocational programs prepared by the Ministry of Education are implemented, and a BEP is prepared for each student.
Students receive training in workshops based on their interests and abilities (e.g., handicrafts, agriculture, food services, textiles, office services); functional academic and professional skills are emphasized in the programs.
Achievements are evaluated according to BEP goals; failure is not given a grade. “Professional Education Certificate” is issued to graduates.

Special education vocational schools serve as a stepping stone for students to transition to sheltered workplaces, job coaching-supported employment, or appropriate job fields. There are approximately 500 special education vocational schools in Turkey.

Hospital Class

For individuals who are in compulsory education but need special education, home and hospital education services will also be provided at this level due to the inclusion of secondary education in the scope of compulsory education; the education and teaching services conducted as hospital schools are also organized as “Hospital Class” at the elementary, middle school, and high school levels.