• What is Autism?

Rights of Individuals with Autism

Education, health, employment, participation in social life, and the right to live a dignified and fair life fall under the scope of universal human rights and apply to all individuals. Individuals with autism first and foremost possess the same fundamental human rights as all individuals. National and international laws, policies, and regulations have been established to ensure that individuals with autism have practical access to these rights and to support their equal and inclusive participation in social life. For this reason, individuals with autism are addressed under the heading of “disabled” in legal texts. This approach is also a party to by our country Convention on the Rights of Persons with Disabilities is clearly stated in the. The Convention accepts all individuals with special needs, including autistic individuals, as equal members of society and adopts an inclusive social life as a principle. The information in this section is presented based on the fact that autistic individuals have the same rights as everyone else and may require special arrangements to access these rights. Throughout the section, the terms “autistic,” “with special needs,” and “disabled” are used interchangeably. The reason for this is that the term “disabled” appears in legal texts, while the terms “with special needs” or “autistic” are preferred in practice and everyday language.

Attention! These services are based on diagnosis and reports. In order to benefit from the rights, it is mandatory to make an official application along with a current medical board report.

Autistic individuals, first and foremost, have equal fundamental human rights to all other individuals. These rights include universal rights such as education, health, employment, and participation in social life, as well as special arrangements that guarantee the individual's full participation in every area of life and maximum independence.

The strongest international basis for this understanding is the UN Convention on the Rights of Persons with Disabilities (CRPD), which Turkey ratified in 2009. The purpose of the Convention is to promote, protect, and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. The Convention defines all individuals with special needs, including autistic individuals, as equal members of society.

Within the framework of the convention, the fundamental rights of individuals with autism can be addressed under the following headings:

  • Right to Equality and Non-Discrimination: Individuals with autism have the right to demand not to be discriminated against on the basis of disability in education, healthcare, employment, and all areas of social life. This right encompasses not only direct discrimination but also indirect discrimination resulting from the failure to make reasonable accommodations.
  • Inclusive Education and the Right to Early Intervention: According to the contract, the services must begin at the earliest possible stage. It is both a right and a prerequisite for an inclusive society that children with autism are educated alongside their peers with the necessary support.
  • Right to Accessibility: Access to the physical environment, transportation, information, and communication technologies forms the fundamental infrastructure for individuals with autism to participate in social life. This right encompasses not only the removal of architectural barriers, but also cognitive and sensory accessibility.
  • Right to Work and Employment: The Convention recognizes the right of persons with disabilities to work, on an equal basis with others; this includes the right to the opportunity to gain a living by work freely chosen or accepted in a labour market that is open, inclusive and accessible to persons with disabilities.
  • Right to Protection from Violence and Abuse: Individuals with autism are protected against all forms of physical, emotional, and sexual abuse and neglect. This protection is of vital importance, especially in environments where individuals are vulnerable.
  • Right to Participation in Social Life and Independent Living: Autistic individuals have the right to live within society, alongside their peers, when provided with adequate support. This right encompasses social relationships, participation in cultural and sporting activities, and access to public spaces.

In addition to our country's CRPD Law No. 5378 on Persons with Disabilities, Basic Law on National Education No. 1739, Decree Law No. 573 and incorporated these rights into national legislation with related regulations. The headings in the rest of this section explain how these rights are implemented in Turkey and how they can be exercised.

The steps to be taken for an individual diagnosed with autism to benefit from health, education, and social rights follow a specific order. The most important point is, official documentation of recognition and then applying for rights with the necessary documents must be done. The following roadmap outlines the essential steps to benefit from the rights.

1. Diagnosis and documentation: The first step is for the diagnosis of autism to be made through an examination by a child and adolescent psychiatrist (or an adult psychiatrist for adults).

2. Obtaining the medical board report: After diagnosis, a medical board report must be issued in order to benefit from the rights:

– For children under 18: Special Needs Report for Children (ÇÖZGER)

- For individuals aged 18 and over: Medical Board Report for Persons with Disabilities

ÇÖZGER is a report issued to ensure that children under the age of 18 have access to health, education, rehabilitation, and social services. For individuals aged 18 and over, a Disability Health Board Report is obtained instead of ÇÖZGER. To get more detailed information about ÇÖZGER and the Disability Health Board Report Click here.

These reports are obtained from state hospitals or university hospitals authorized to issue medical board reports. Click here for authorized state or university hospitals.

3. Processing of the report into the e-Government / e-Nabız system: After the medical board report is approved, it is uploaded to the e-Pulse and e-Government systems by the hospital. Thus, the report becomes visible to official institutions and application processes are facilitated.

4. Applying for health, education, and social support: After the report is obtained, applications are made to the relevant institutions to access rights. For example;

– For educational rights: Application to the Guidance and Research Center (RAM) (educational evaluation and placement)

– For social support: Provincial Directorates of Family and Social Services – To the Social Assistance and Solidarity Foundation – Application via e-Government

RAM is an official institution affiliated with the Ministry of National Education. RAMs evaluate the educational performance of individuals with autism and prepare a support education report. To get more detailed information about RAMs Click here.

Attention! You can review the other content in this section to learn about your rights such as health, education, and social supports.

5. Regular monitoring, updating, and right to object: An individual's development and needs may change over time. Therefore, if reports are time-limited, they can be renewed, and if you believe they are incomplete or incorrect, they can be appealed.

Attention! To learn about the appeal process Click here.

Important: The first step to accessing rights is for the diagnosis to be made by a child and adolescent psychiatrist, followed by obtaining a ÇÖZGER / Disabled Health Board Report from an authorized hospital.

Right to education and integration  It refers to the ability of individuals to receive education by being offered equal and fair opportunities, along with adaptations and supports tailored to their individual needs. This right ensures not only that the child is enrolled in school, but also that they can actively learn at school, socialize, and participate in the educational environment alongside their peers. Within the scope of these rights, individuals with special needs must benefit from education in official educational institutions/schools affiliated with the Ministry of National Education or in special education institutions/schools. The main goal is to ensure that the child receives a qualified and sustainable education in the least restrictive educational environment (together with their peers whenever possible) with supports planned according to the child's characteristics.

Within the scope of the right to education and integration, for the individual:;

  • An Individualized Education Program (IEP)* must be prepared for the individual.
  • Accommodations must be made in exam questions or duration.
  • When you need it, ,
  • Support is provided when needed.

IEP is a personalized education plan that shows what a child with special needs requires in education. To have more detailed information about IEP Click here.

Constitution of the Republic of Turkey, Basic Law on National Education No. 1739, UN Convention on the Rights of Persons with Disabilities, Law on Persons with Disabilities No. 5378, Decree Law No. 573 and Ministry of National Education (MEB) Special Education Services Regulation’According to that, every individual has the right to education regardless of their special needs or different development.

Within the scope of their right to education and inclusion, students with autism can benefit from the following rights:

  • Right to Support Education Room
    • Inclusive education is the most fundamental educational right for students with autism and other special needs. This right means that the student receives education in the same classroom and school environment with their peers when the support and appropriate accommodations needed by the student are provided. The goal is to ensure that the child participates in the educational process not only physically, but also academically and socially.
    • If an autistic child is found eligible for mainstream/inclusive education as a result of the educational assessment conducted by the Guidance and Research Center (RAM), they receive education together with their peers in a public school. In this process, it is mandatory to prepare an IEP according to the child's individual needs.
    • In addition, adaptations are made in educational materials and exams according to the student's individual characteristics, and support education room services and, when necessary, shadow teacher/facilitator support are provided.
    • Inclusive education is implemented at the preschool, primary, middle, and high school levels.

Attention! According to the 2025 MEB circular, making adaptations in the educational environment, taking various measures, and providing individualized support to the student are essential.

In our country, inclusion/mainstreaming education is a legal right for students with special needs. However, we witness that this right is not always implemented fully and equally. For the steps you can follow if your child is experiencing problems in accessing the right to inclusion/mainstreaming, Click here.

  • Right to Support Education Room

During inclusion/integration education, support education room services are provided when necessary. The support education room is where inclusion students take certain lessons calmer and one-on-one It is an environment that enables them to receive [education] within the setting. The child works more intensively and in an individualized manner with the teacher in areas where they struggle (such as reading-writing, mathematics, communication skills, attention, social skills). Support education room not a separate school, is an additional support service available at the school where the child is enrolled and is a fully legal right.

  • Receiving Support from a Facilitator/Shadow Teacher

It is possible for students with autism and other special needs to have a shadow teacher or facilitator with them during their educational processes to meet their individual needs. This practice is used to increase the student's adaptation to the classroom, ensure more effective interaction with their peers, and strengthen individual support in the educational process.

    • In accordance with the Ministry of National Education's Circular on Educational Practices through Inclusion/Integration (2020), in line with the individual needs of students with special requirements, provided by the parent's own means A shadow teacher or a facilitator enters the classroom to provide support to the individual.
    • Working in cooperation with the school administration and the teacher, the shadow teacher facilitates the child's follow-up of lessons, supports in guiding behaviors, and reinforces the learning process.
    • This support is an important arrangement that enables children with autism, in particular, to receive a more efficient education in mainstream classrooms. However, it is not yet systematically funded by the state; it is covered by the families.
  • Utilization of Other Educational Environments

Inclusive education is a fundamental and priority right for students with autism. However, every child's developmental profile, support needs, and current life stage may differ. Therefore, for situations where it is temporarily or permanently inappropriate for the child to be educated in the same classroom with their peers—even when necessary supports are provided—different educational environments that take into account the best interests of the child are also legally defined. These environments are explained in this section:

    • Special Education Classes: Special education classes are established within general education schools and have a small number of students (usually 4–8 students). In these classes:
    • Education is tailored to the individual differences of students,
    • More intensive individual support is provided,
    • The goal is to support the student's development and, where possible, facilitate the transition to mainstream education.

These classes can be planned temporarily or permanently according to the child's needs.

    • Special Education Kindergartens: These are preschool educational institutions established for children with special education needs who have completed 36 months and have not yet reached 66 months of age. The primary objective is to ensure that the developmental needs of children with special needs are met starting from the preschool period. An Individualized Education Program (IEP) is prepared for each child, and the aim is to develop the child's communication, social interaction, play, and daily living skills. The educational process is carried out based on the preschool special education curriculum determined by the Ministry of National Education and through science-based instructional practices.

Attention! During this period, preschool education is mandatory for children with special educational needs, and it is essential that they continue their education primarily in preschool education institutions within the scope of inclusive/integrated practices, either in the same classroom with their typically developing peers or in special education classes.

    • Special Education Practice Schools: Special Education Practice Schools have replaced the school model formerly known as “Autistic Children's Education Centers” and are specifically designed for students diagnosed with autism and intellectual disability. These schools consist of three levels:
    • Grade level: Grades 1–4
    • Level: Grades 5–8
    • Grade Level: 9th–12th grades

In these schools, students“ daily living skills, academic development, social adaptation, and independence are supported. The implemented educational programs are tailored to the needs of students with autism. Depending on their development, students can transition to different educational environments (such as mainstreaming) in later years. It has replaced the former ”OÇEM" system. It consists of three levels: Level I (grades 1–4), Level II (grades 5–8), and Level III (grades 9–12). Education is provided through special programs prepared for students diagnosed with autism spectrum disorder. Students' daily living skills, academic development, and social adaptation are supported.

    • Vocational Special Education High Schools: Special Education Vocational High Schools (Special Education Vocational Schools) are Level III schools where students with special needs are educated. High school-aged students with mild intellectual disabilities or mild autism can study at these schools. There are two types of programs in these schools: academic programs and vocational programs.
    • Homeschooling: There is a right to home-based education for students who are temporarily or permanently unable to continue school due to their health condition. It is provided based on a RAM (Research and Guidance Center) report and a medical board report. It is planned to be at least 10 lesson hours per week. The education is given at the student's home by teachers affiliated with the Ministry of National Education.

Homeschooling does not mean the child is completely disconnected from the school system. It is possible to return to the school environment once health conditions improve.

    • Training at the Hospital: In cases requiring long-term hospitalization, hospital education services are provided to prevent students from falling behind in their education. This service is delivered through hospital classrooms affiliated with the Ministry of National Education. It aims for students to continue their education appropriately while their treatment process is ongoing.

Attention! Mainstreaming, special education class, or special education school placements are not permanent. In line with the student's development and needs, transition to a different educational environment at any age is possible through new educational evaluations to be made by the RAM.

  • Right to Support Education

Support education is special education that autistic or neurodivergent students receive to meet their individual needs in addition to their formal education. According to the report prepared by the Guidance and Research Center (RAM), students can receive 8–12 hours of individual and/or group special education per week. This service is provided free of charge at special education and rehabilitation centers affiliated with the Ministry of National Education (MEB).

    • Special education and rehabilitation centers are institutions that offer individual and/or group education services to support the developmental areas of children with autism and other special needs.
    • Education in these centers is planned according to the individual's needs and focuses on the development of communication, social skills, academic skills, and daily living skills.
    • Educational programs are implemented in line with the framework determined by the Ministry of National Education and based on individualized education plans (IEPs).
    • The services provided in the centers are offered free of charge based on the report issued by the RAM. Services such as physical therapy, speech-language therapy, occupational therapy, and sensory integration can also be received within the scope of the report.

To access the list of Special Education and Rehabilitation Centers affiliated with the Ministry of National Education in your province, Click here.

  • Free Transportation and Catering Service

Transportation of students who benefit from transportation-centered special education services to school is provided free of charge by the Ministry of National Education. Within the scope of this service, students' safe trips to and from school are organized. Students benefiting from the transportation service are also provided with a free lunch during school hours. These services are offered in order to support students' regular attendance at education and to strengthen equal opportunities in accessing the educational process.

Reference Legal Bases

It refers to the ability of individuals with autism and other special needs to participate in working life with equal opportunities, work under appropriate conditions, and lead a productive life without discrimination. This right encompasses not only working in a job, but also being placed in a job suited to the individual's interests and skills, receiving the necessary support, and having a sustainable presence in the work environment. The right to employment is one of the most fundamental elements of independent living and social inclusion. Employment rights of individuals with autism Constitution, Labor Law No. 4857, Law on Persons with Disabilities No. 5378, Civil Servants Law No. 657 and is guaranteed by the relevant regulations. These rights include employment in the public and private sectors, job coach-supported work models, access to vocational training programs, and reasonable accommodations in the workplace.

Attention! Autistic individuals can participate in working life and make strong contributions in many areas. Traits such as adherence to routines, attention to detail, intense focus on specific areas, and high motivation for tasks requiring repetition provide significant advantages for many jobs.

  • What is the Disability Quota in the Public and Private Sectors?
    • According to the Civil Servants Law No. 657, at least %3 of the filled positions in public institutions must be reserved for civil servants with disabilities.
    • In private workplaces with 50 or more employees, at least %3 of the total workforce must consist of people with disabilities.
    • The enforcement of this quota is supervised by the Ministry of Labor and Social Security. If the quota is not met, an administrative fine is imposed on the employer.
  • Sheltered Workshops

Protected workplaces are Ministry-approved workplaces established for the employment of individuals with special needs, particularly those requiring more support. The objectives of these workplaces are to provide employment for individuals with special needs, enable them to earn an income, and strengthen their participation in social life. When employers open these workplaces, they receive government incentives and tax facilities.

  • It is a secure employment model, especially for individuals who struggle with full-time work and perform better with support.
  • Job Coach Supported Employment

It is an employment model carried out with professional job coaches who accompany the autistic individual, help them learn tasks, and support their social integration so that they can succeed in the workplace. This model, which is particularly emphasized by organizations such as the TOHUM Autism Foundation, facilitates the individual's participation in working life by highlighting their strengths.

  • The job coach initially provides intense support and gradually reduces it as the individual adapts to the work environment.
  • It provides both sustainable employment for the individual and an efficient and compatible employee profile for the employer.
  • The workplaces where the model is applied can be accessed through İŞKUR projects, NGO collaborations, and private employer practices.
  • Vocational Training Programs

It includes vocational training and skills development courses organized to prepare individuals with autism for employment. These programs aim to equip the individual with various job skills and ensure that they are directed toward professions suited to their own areas of interest. Transportation and allowance support may be provided during participation. Some vocational training programs are listed below:

  • The vocational courses opened by İŞKUR,
  • The courses of public education centers,
  • Vocational training projects with special education support by municipalities.

Applications to the programs are also carried out through these centers.

  • What is the Right to Reasonable Accommodation in the Workplace?

There may be accommodations that the employer needs to make in order to eliminate the barriers preventing individuals with special needs from participating in business life. For example:

  • The physical organization of the work environment (quiet space, proper lighting, ergonomic furniture),
  • Simplification of tasks,
  • The flexible working hours,
  • Providing support with visual or written instructions.
  • How to Benefit from Employment Rights?

The first step to benefit from employment rights is to register with İŞKUR as a person with a disability. To register as a person with a disability with İŞKUR, the registration can be completed either by applying in person to the İŞKUR Provincial Directorate / Service Center or via the internet (İŞKUR E-Branch, İŞKUR Mobile, and e-Government) by uploading the medical board report to the system and having it approved by the Institution.

You can follow the steps below during the registration process;

  • of the Disability Health Board Report Make sure it is ready.
  • Register with İŞKUR. Registration can be done in three different ways:
    • In person: By going to the nearest İŞKUR Provincial Directorate or Service Center,
    • Via e-Government: turkiye.gov.tr → “İŞKUR Job Seeker Registration” (turkiye.gov.tr),

Through the ISKUR portal: www.iskur.gov.tr → “Job Seeker” section.

Attention! The medical board report obtained before registering with İŞKUR via the internet must be brought to İŞKUR and approved. Otherwise, applications made will not be evaluated under the disabled status.

  • Complete your resume in full. Don't forget to include education and work experience in the resume.
  • Consult with a Job and Vocational Counselor. Employment and vocational counseling services are provided to individuals with disabilities registered with İŞKUR, and they are either directed to courses or on-the-job training programs to enhance their vocational qualifications, or attempts are made to place them in suitable jobs.
  • Follow the job postings and apply. After your registration becomes active:
    • You can apply online for disabled job postings on the İŞKUR website.
    • İŞKUR's “Barrier-Free İŞKUR” platform (iskur.gov.trThrough ), job postings specifically for individuals with disabilities, job coach support, and grant projects can be accessed.
    • Those who wish to apply as civil servants to public institutions must also take the EKPSS (Disabled Public Personnel Selection Examination).
    • Keep your registration active. The active retention period of the records is twelve months from the last transaction date. It is sufficient to log into the system every year to update your record or call İŞKUR.

Reference Legal Bases

 

Social services and supports encompass the services and supports provided to improve the quality of life for autistic individuals and their families, alleviate the burden of care, and support their participation in social life. Within this scope, access to various support mechanisms addressing the economic, social, and care needs of individuals is provided. These services and supports are divided into three categories: financial aid and income supports, care services, and identity and access rights.

Individuals with autism and their families, Law No. 5378 on Persons with Disabilities, Law No. 2022, Social Services Law No. 2828 and can benefit from various social supports within the scope of the Ministry of Family and Social Services practices.

  • What are Financial Aid and Income Support Programs?

These are regular payments and assistance aimed at easing the economic burden on individuals with autism and their families. They are determined based on criteria such as income level, disability rate, and care conditions. Applications are made through provincial/district Directorates of Family and Social Services and Social Assistance and Solidarity Foundations.

    • Disability Pension (2022 benefit): 2022 aylığında özel gereksinimli bireyler için %40 ila %69 arasında engel oranına sahip engelli maaşı ve %70 ve üzeri engel oranına sahip engelli maaşı olmak üzere iki kademe söz konusudur. %70 ve üzeri engel oranına sahip bireyler, %40 – %69 engel oranına sahip bireylere oranla daha yüksek aylık almaktadırlar. Başvurular il/ilçe aile ve sosyal hizmetler müdürlüklerinden ve kaymakamlıklardan yapılmaktadırlar.
    • Home Care Allowance: Home care allowance, which was added to the Social Services Law No. 2828 in 2005, Additional Article 7 is paid within the scope of.
      • In the household income calculation, all incomes entering the household are included in the calculation.
      • Holiday bonuses paid to retirees during Ramadan and Eid al-Adha are not included in the household income calculation.
      • The relatives of the individual with special needs who live in the same household are taken into account in the income calculation.
      • In the income calculation, the monthly income per capita must be less than two-thirds of the minimum wage (two-thirds of the minimum wage is a net of 14,736 TL for the year 2025).
      • It is mandatory for the individual with special needs to be an “individual in need of care.” This assessment is made by social service authorities.
      • If there is more than one individual in the same household with a report indicating severe special needs or equivalent expressions, each individual with special needs after the first one is counted as two people.
      • Monthly payments are not made to the families of individuals who receive care services (residential care services) in official (affiliated with the Ministry) or private care centers.
    • Social Assistance and Support: Individuals with special needs and their families can benefit from various social assistances such as food, clothing, fuel, rent support, and educational material aid. In addition, monthly electricity bill support is provided to the homes of individuals who have a disability report. Furthermore, natural gas and heating aid payments are made per household during designated periods. Applications for all of these supports are made to the Social Assistance and Solidarity Foundations within the District Governorate offices.
  • What Are Maintenance Services?

The care needs of autistic individuals are guaranteed under Social Services Law No. 2828 and Persons with Disabilities Law No. 5378. The Ministry of Family and Social Services provides these services under three main headings:

    • Home Care Service: Monthly financial assistance is provided at home for families who undertake the care of individuals with severe special needs at home. Criteria for the monthly payment:
      • Having the phrase “severely disabled” on the Disability Health Board Report,
      • needing the help of someone else in daily living activities,
      • Household income being below the set threshold.
      • Ministry officials conduct regular home visits to inspect care conditions.
    • Day Care Services: Daycare centers exist to ease the burden on families and enable individuals to socialize. In these centers:
      • Activities of daily living training,
      • Social events,
      • Psychosocial support services are provided.
      • It is a supportive model where children can stay safely during the day, especially for working mothers.
    • Residential Care Services: 24/7 care services are provided for individuals with special needs who cannot take care of themselves or cannot be cared for by their families. Residential care centers cover housing, nutrition, health monitoring, and social activities. It is provided free of charge by the state. Applications for care services can be made through the following channels:
      • Provincial/District Directorates of Family and Social Services,
      • Applications for “Disabled Home Care” and “Social Assistance” via e-Government,
      • ALO 183 Social Support Line,
  • Identity and Access Rights

These rights cover regulations that enable individuals with special needs to more easily access public services, transportation, and social-cultural activities in daily life. The disability ID card is the fundamental tool in securing this right.

    • Disability Identity Card

It is an official identity document issued by the Ministry of Family and Social Services to be used in benefiting from the rights and services granted to individuals with special needs. The card eliminates the necessity of carrying and presenting the medical board report documenting that the individual has special needs every time. In addition, it facilitates benefiting from transportation, public services, social-cultural activities, and various discounts. The main conveniences provided to cardholders are:

  • free travel on city services of municipal buses, rail system vehicles (metro, tram, etc.), and maritime transport,
  • Turkish State Railways (TCDD) — including high-speed trains — free travel on all services,
  • Discount on intercity buses,
    • free or discounted admission to social and cultural events organized by museums, archaeological sites, and public institutions,
  • Priority processing rights in public services,

You can obtain the Disability Identity Card by following the steps below:

  • Prepare the documents required for the application. The required documents are;
    • Original or certified copy of the Disability Health Board Report (ÇÖZGER for children under 18 years of age)
    • C. Photocopy of ID card or identity card
    • 2 passport photos
  • Applications can be made in person to the Provincial Directorates of Family and Social Services or to Social Service Centers.
  • It can also be carried out via e-Government. If the application is made via e-Government, the issued identity cards are delivered to the individuals' addresses registered in MERNİS by registered mail with return receipt requested.

Attention! If the individual is under 18 years of age or has a legal disability, their legal representative may make the application.

Reference Legal Bases

The right to health refers to the ability of autistic individuals to access all the healthcare services they may need throughout their lives, starting from early diagnosis, in an equal, accessible, and free manner. This right includes not only being treated when ill, but also early detection, regular monitoring, receiving psychological support, and benefiting from preventive healthcare services. The access of autistic individuals and their families to healthcare services, Constitution of the Republic of Turkey, UN Convention on the Rights of Persons with Disabilities, Basic Law on Health Services No. 3359, Law on Persons with Disabilities No. 5378 and SGK Health Implementation Communiqué (SUT) is secured by. The following headings include the basic health rights that individuals with autism can benefit from.

  • Free Healthcare Services

Individuals with autism benefit free of charge from examination, testing, and treatment services provided in state and university hospitals, as well as family health centers, within the scope of the “General Health Insurance.” All primary health services and necessary tests are covered by the Social Security Institution (SSI). However, at private hospitals contracted with the SSI, a difference fee is charged, but Health Implementation Communiqué A portion of the fee for procedures within its scope is paid by the SSI. Emergency services are free of charge at every institution. In addition, individuals with autism and special needs benefit from priority scheduling for examinations and tests at healthcare facilities.

Attention! Autistic individuals who are not covered by the General Health Insurance must apply to the Social Assistance and Solidarity Foundation in their province and district of residence in order to benefit from health services free of charge.

 Following this application:

  • Means testing is conducted.
  • If the per capita household income is below the designated limit of the minimum wage, the General Health Insurance premium is covered by the state.
  • Thus, the individual begins to benefit from free health services in state and university hospitals.

To find the Social Assistance and Solidarity Foundation in the province and district where you reside Click here.

  • Vaccines and Preventive Health Services:

Children with autism, like all other children, benefit from all vaccines within the scope of the National Vaccination Schedule free of charge. Regular health checks and developmental monitoring are carried out through family health centers. Preventive health services are provided by family physicians.

  • Home Health Services

It is an examination, test, treatment, and medical care service provided by a healthcare team coming to the home of individuals who cannot regularly go to a hospital or school. This service includes raising the person's awareness about their disease in addition to medical treatment and care services, supporting them health-wise and socially in the home environment, and educating the patient and their relatives about their diseases. Within the scope of home health services, the following services can be utilized:

  • Examination, tests, laboratory analysis, treatment and wound care,
  • Prescription of long-term medications,
  • Support in preparing reports regarding the use of medical devices and materials,
  • Training and consulting on medical devices and equipment that should be used at home,
  • Directing the patient's transfer to the relevant healthcare facility when necessary,
  • Providing care training to patients and their relatives
  • Renewal of patient reports.

Attention! For individuals with autism, this service is an important option in the care and monitoring of those who have difficulty going to the hospital, have intense sensory sensitivities, or are unable to go to a facility due to their health condition.

  • When you want to receive home healthcare services, you can apply by calling the National Call Center within the Ministry of Health at 444 38 33 (444 EVDE).

Attention! Emergencies other than the current conditions of individuals receiving home healthcare services are outside the scope of this service. In case of emergencies, the 112 Provincial Ambulance Service should be called or the emergency department of a healthcare institution should be directly applied to.

  • Home Oral and Dental Health Services

Autistic individuals who have difficulty leaving home can apply for home oral and dental health services within the scope of the Ministry of Health Home Healthcare Services. Applications are received through the “444 38 33” Home Healthcare Services Call Center. Home healthcare teams can perform examinations and simple dental procedures that are medically appropriate in the home environment. For procedures that cannot be performed in the home environment (such as root canal treatment, complicated extractions, fixed prosthetics), the individual is referred to appropriate healthcare facilities.

Reference Legal Bases

The tax, transportation, and communication rights granted to autistic individuals and their families are regulations aimed at alleviating the economic burden of daily life and facilitating access to social life. Tax rights ensure that individuals with special needs and their families benefit from discounts and exemptions recognized by the state in areas such as housing, vehicles, income, and consumption. Transportation rights support the individual's ability to move independently and participate in society. Communication rights, on the other hand, include discounted tariff applications that strengthen the individual's access to information, services, and social connection.

Individuals with autism and their families, Law No. 5378 on Persons with Disabilities, Special Consumption Tax Law No. 4760, Income Tax Law No. 193 and can benefit from various tax reductions, exemptions, transportation conveniences, and communication rights within the scope of related regulations.

  • Tax Rights

These are the rights that enable individuals with special needs and their families to benefit from state-recognized discounts and exemptions in areas such as housing, vehicles, income, and consumption.

    • Real estate Tax Exemption (Non-payment) Right: According to the amended Article 8 of the Real Estate Tax Law, individuals with special needs who own a single residence within the borders of Turkey with a gross area not exceeding 200 m2 (including the case of having the right of usufruct) shall be exempt from property tax.
    • Special Consumption Tax Reduction: Engel oranı %90 ve üzeri olan bireyler ÖTV’den tam muaf olarak araç satın alabilirler. Engel oranı %40 ile %89 arasında olan bireyler ise ÖTV indiriminden yararlanabilir. ÖTV indirimden faydalanmak için ise engel oranı en az %40 olmalıdır. Raporda “ağır engelli” ya da “sürücü belgesi alabilir” ifadelerinin yer alması gerekmektedir. Başvurular noter onaylı engelli sağlık raporu ile birlikte ilgili araç satıcısı ve vergi dairesi aracılığıyla yapılır.
    • Customs Tax Deduction: Customs Law (Article 167/12) states that goods intended for the use of disabled and handicapped individuals are exempt from customs duties. Wheelchairs, hearing aids, visually impaired assistive devices, and similar special equipment can be given as examples within this scope.
    • VAT Right to Discount: VAT discounts are provided for individuals with special needs regarding medical and educational equipment and supplies. When purchasing such products used by an individual with special needs, the discount can be utilized by presenting a disability health report to the relevant seller.
    • Income Tax Deduction: Employed individuals with special needs or employees who have a child with special needs benefit from a monthly income tax reduction based on their degree of disability. This reduction is reflected as a monthly additional contribution to the net salary. Application is made to the tax office with a disability health report.
    • Motor Vehicle Tax Exemption: Motor vehicle tax is not collected from vehicles registered in the name of an individual with special needs. The vehicle can be registered in the name of the individual with special needs or their parent/guardian.
  • Transportation Rights

These are rights that ensure the individual's ability to act independently and provide access to cultural activities that support participation in society.

    • Mass Free or discounted travel in transport: Various facilities are provided for individuals with special needs in urban and intercity transportation. See the section for transportation discounts and exemptions enjoyed by disabled identity card holders.
    • Discounts in social areas such as theaters, museums, and cinemasAdmission to events such as museums, archaeological sites, theaters, cinemas, and concerts can be free or discounted. Activities affiliated with public institutions are free of charge. In social and cultural events organized by municipalities, individuals with special needs may be granted priority and free participation.
    • If an individual with special needs requests it, at the museums and archaeological sites affiliated with the Ministry of Culture and Tourism of the Republic of Turkey, valid for 1 year Accessible Museum Pass is organized free of charge. This card is valid at more than 350 museums and archaeological sites affiliated with the Republic of Turkey Ministry of Culture and Tourism. The main conveniences provided by the Accessible Museum Card:
      • 1 year of admission to all included museums and archaeological sites,
      • the opportunity for direct admission without waiting in line at the ticket office in museums and archaeological sites where an admission fee is charged,
      • An accompanying attendant of a disabled individual can also enter museums and historical sites for free.
    • You can visit a MüzeKart sales point with your ID card for the Barrier-Free MüzeKart. A disability health report (ÇÖZGER for those under 18) and a Turkish ID card are sufficient for the application.
  • Internet and Communication Rights:

Individuals with special needs can benefit from discounted tariffs on landline, internet, and mobile communication services.

    • Türk Telekom özel gereksinimli bireylere sabit hat tarifelerinde %25 indirim sunmaktadır.
    • TTNET (Türk Telekom internet) ise ev internetinde %25 indirimli tarife seçenekleri sunmaktadır.
    • Turkcell, Vodafone, and Türk Telekom mobile lines offer discounted disability tariffs specifically for subscribers with special needs. The packages generally include additional benefits in voice, SMS, and internet usage.
    • Applications are made to the relevant operator's customer service or authorized dealers with a disability health report and ID.

Attention! To benefit from tax reductions and exemptions, it is necessary to apply to the relevant institution with the current Disability Health Board Report (ÇÖZGER for those under 18). These rights cannot be utilized without the report.

Reference Legal Bases

Human rights violations and issues regarding access to services experienced by autistic individuals and their families can be resolved through various official mechanisms. In Turkey, legal recourse is guaranteed by the Constitution, the Law on Persons with Disabilities No. 5378, the Law on the Human Rights and Equality Institution of Turkey, and the Law on the Ombudsman Institution.

  • Presidency's Communication Center (CİMER):
    • CİMER is the official platform where complaints, denunciations, and right-to-information applications regarding public institutions can be made.
    • Human rights violations against autistic individuals in the fields of education, health, social services, or employment can be reported here.

  • Ministry of Family and Social Services Communication Channels:

    • Complaints and applications can be made via the ALO 183 Social Support Line.
    • There is an option for in-person application through the provincial/district directorates of the Ministry.
    • In addition, applications regarding disability services can be made via the e-Government page of the Ministry of Family and Social Services.

  • Human Rights and Equality Institution of Turkey (TİHEK):

    • Applications are free of charge and the decisions of the institution are binding.

    • Applications can be made to TIHEK for violations of the prohibition of discrimination (for example, discrimination based on disability at school, in the workplace, or in healthcare services).

  • Republic of Turkey Ombudsman Institution:

    • Complaints against the actions of public institutions can be made to the Ombudsman Institution.
    • The Ombudsman examines applications and presents solution proposals to the relevant institutions.
    • Applications are free of charge.

  • Bar Associations' Disability Rights Centers:

    • Many bar associations affiliated with the Union of Turkish Bar Associations have a Disability Rights Center or Human Rights Center.
    • They provide free legal counseling regarding rights violations experienced by individuals with autism and their families.
    • It is an important reference point, especially in the processes of filing lawsuits, defense, and legal support.
    • For detailed information: Union of Turkish Bar Associations

Reference Legal Bases

1. What is the Special Needs Report for Children?

For children diagnosed with autism, one of the most important stages following the diagnosis is the process of preparing the Special Needs Report for Children (ÇÖZGER). This report is a document prepared by a health board authorized to issue ÇÖZGER, which specifies the child's special needs and is necessary for them to benefit from education, health, social support, and financial rights.

  • What is ÇÖZGER? It is regulated to ensure that children under the age of 18 have access to health, education, rehabilitation, and social services. It has replaced the report previously known as the “Disability Health Board Report.” Thanks to the report, children can benefit from state-supported special education. The state covers the cost of 8 hours of individual and 4 hours of group special education support per month provided in special education and rehabilitation centers for children whose ÇÖZGER is approved. To the hospitals authorized to issue ÇÖZGER from this link You can reach us.
  • How to Get a ÇÖZGER Report?
    • Select the authorized hospital. The ÇÖZGER report is issued only by state and university hospitals authorized by the Ministry of Health.
    • Apply to the hospital's medical board. The application can be made by the child's parent, guardian, or by the child themselves if they are close to 18 years of age. During registration, you are generally asked for the following documents:
      • The child's Turkish ID card
      • Previous medical reports / evaluations, if any
      • Photograph (some hospitals require it)
    • For the ÇÖZGER, your child is ensured to be evaluated in different branches. The board usually includes the branches of child and adolescent psychiatry, pediatric neurology, child health and diseases, pediatric surgery, physical therapy and rehabilitation, and otorhinolaryngology (ENT). Each physician evaluates the child according to their own field of expertise.
    • When all examinations are completed, the board convenes. The committee, by examining the evaluations of all branches together, a joint report creates.
      In this report, the child's:
      • Special needs level,
      • Need for support,
      • The right to benefit from the services is specified.
    • The Medical Board evaluates both autism and any additional requirements, if present. Thus, not only the autism diagnosis, but also any additional disabilities (such as hearing, vision, or motor skills) are revealed.
    • The board report is processed into e-Government. After the report is approved, it is uploaded to e-Pulse and e-Government by the hospital. You are provided with both a printout and a digital document.
    • There may be an emotional aspect to the process for the family. During the panel, you may be asked for information regarding the child's developmental history, daily behaviors, and challenging areas.
    • If necessary, some branches may want to conduct another examination.
      This process can be tiring for you as well; the duty of healthcare professionals is to explain the process in an understandable way.
  • What are the Rights Provided by ÇÖZGER?
    • Monthly 8 hours of individual and 4 hours of group special education provided with state support in special education and rehabilitation centers.
    • Inclusive education for school-aged children and additional support in the classroom.
    • Access to social and economic rights such as disability pension, home care allowance, and the exemption from Special Consumption Tax (SCT) on vehicle purchases.
    • Rehabilitation support based on additional diagnoses when necessary (e.g., hearing aid, physical therapy).

Important: If the family does not want to obtain a Disability Board Report for Children (ÇÖZGER), they can obtain special education support for their child through their own means. However, the educational, social, and economic rights provided free of charge by the state cannot be utilized.

  • How to File an Objection to ÇÖZGER? If you think that the support level is lower than it actually is, that the child's needs are not reflected in the report, or if additional diagnoses (hearing, vision, motor problems) do not appear in the report, you can appeal the ÇÖZGER.
    • First, review information in the report such as your child's special needs level, support needs, and additional diagnoses.
    • After the report is delivered to you within 30 days You may object.
    • Your petition of appeal To the Chief Physician's Office of the hospital that issued the report
      The petition must clearly state the child's Turkish ID information, which articles you are objecting to, and the reasons for your objection.
    • After the hospital received your petition, the file to the referee hospital / supreme health board This hospital has been designated by the Ministry of Health; the family does not choose the hospital.
    • The judge may want the hospital to re-evaluate the child. Additional tests or observation may be requested if necessary.
    • The decision given by the hospital committee It is certain. In this report, the level of special needs may change, remain the same, or additional diagnoses may be added.
    • The new report is processed into the entire e-Government system and becomes valid for all institutions.

Caution: Click here for a sample appeal petition.

2. What is a Disability Health Board Report? 

For individuals aged 18 and over, a Disability Health Board Report is obtained instead of ÇÖZGER. It is issued by a health board consisting of at least 3 specialist physicians in authorized hospitals. You can apply by following the steps below:

  • You can apply to one of the authorized hospitals with your identity document.
  • The hospital refers the individual to the relevant departments (child/adult psychiatry, neurology, pediatrics, etc.).
  • After all examinations are completed, the board convenes.
  • The board determines the disability rate and the type of report.
  • The report output is processed into e-Government by the hospital.

3. What is a Guidance and Research Center? What Does It Do?

Guidance and Research Centers (RAM) are official institutions affiliated with the Ministry of National Education. RAMs ensure that children and families have free access to guidance, psychological counseling, and special education services. They are located in every province and many districts. The primary mission of RAM is to assess a child's educational needs, determine which educational services and supports they should benefit from, and guide the family correctly. RAM is not a healthcare institution that provides medical diagnoses; it assesses a child's educational needs.

  • Professionals from different fields of expertise work at RAM:
    • Special education teachers: They assess the child's learning skills, and their strong areas and areas that need support. They participate in the decision-making process regarding whether the child will receive special education support and, if so, which types of support are appropriate (mainstreaming, special education class, support education, etc.).
    • School counselors: They administer psychological assessment tools when necessary, conduct interviews with the child and family, and contribute to the educational evaluation process.
    • Physical therapists (when necessary): Assess children with difficulties related to physical or motor development and refer them to appropriate support.

These experts work together to create the child's educational profile. Thanks to the RAM process:

  • It is determined in which educational environment the child will be better supported.
  • Access to free special education and support services is provided.
  • The family is informed about their child's rights and options.
  • The training process is planned based on a formal assessment.

How to Make an Appointment from RAM?

  • If your child has not started school yet, you can get your first appointment by going in person to the Guidance and Research Center (RAM) in your province or district.
  • If your child goes to school, the school usually makes the application to RAM.
  • You can list the Counseling and Research Centers (RAM) in your province and district from the website of the General Directorate of Special Education and Guidance Services of the Ministry of National Education: https://mebbis.meb.gov.tr/KurumListesi.aspx

How is an Evaluation Conducted at a RAM?

  • Assessments are conducted through interviews, child-appropriate tests, play, and behavioral observations. The purpose is to determine whether the child needs special education support and, if so, which type of support is appropriate. This assessment is an educational assessment and does not replace a medical diagnosis.

What Happens After the Evaluation?

  • The RAM makes its decision within 30 days at the latest from the date of the interview. The decision is communicated via SMS or e-mail.
  • If you wish, you can view the decision via e-Government or obtain it in writing.

What Information is Included in the RAM Decision?

  • Whether the child needs special education,
  • The deemed appropriate educational environment (inclusive/integration education, special education class, special education school, etc.),
  • support education services he/she can benefit from,
  • Institutions to which they will be referred, if necessary.

Attention! Guidance counselors from the Guidance and Research Center (RAM) should inform the family about the schools the child can attend and the supports they can receive during this process.

4.How to Appeal a Guidance Research Center Decision?

If you do not find the educational evaluation, diagnosis, or placement decision of the Guidance and Research Center (RAM) sufficient, or if you think that your child's needs are not reflected in the report, you can exercise your right to appeal. You can follow the steps below to file an appeal:

  • Review the decision. Read carefully the educational environment (inclusive education, special education classroom, special education school, etc.), the type of supportive education, and its duration recommended for your child in the Guidance and Research Center (RAM) decision. Clarify what you want to object to.
  • Pay attention to the time limit. Parents may appeal educational evaluation and diagnostic or placement decisions within thirty business days from the date the decision is served to them.
  • Where to appeal? The appeal is not made to RAM, but to the provincial or district Special Education Services Board via a petition. You can submit the petition through the school where your child is enrolled or directly to the District Directorate of National Education.
  • What should be written in the petition? The child's name, Turkish ID number, the date of the decision issued by the RAM, the points you are objecting to, and your reasoning must be clearly stated. If you have supporting documents (specialist reports, treatment documents, etc.), you can attach them to the petition.
  • How does the process work? Appeals to the provincial or district special education services board shall be concluded within thirty working days at the latest from the day the appeal reaches the board. The result shall be notified in writing to the parent, the school, and the RAM.

5. What is an Individualized Education Program (IEP)?

IEP is a personalized roadmap that shows how the educational process of a student with special needs will be planned. It is an annual educational plan that determines what the student can currently do, in which areas they need support, and through which methods these goals will be achieved. It is prepared by taking into account the child's strengths, areas of difficulty, the supports they need, and their goals. The IEP must be prepared separately for each child and must answer the following questions:

  • What will my child learn?
  • How will he learn?
  • What materials and teaching methods will be used?
  • What kind of progress is expected and in what timeframe?

The IEP is developed by a team chaired by the school principal or vice principal. This team includes the child's family, classroom teacher, subject teachers, guidance counselor, and, when necessary, special education experts. Preparing the IEP is not the sole responsibility of a single teacher, but the joint responsibility of the entire educational team working with the child; experts outside the school can also be included in the process when necessary. Most importantly, if the child is able to share their views regarding the educational program, they can take part in the team.

An IEP is not a static document. It is regularly reviewed, updated according to the child's development, and modified if necessary. In Turkey, IEPs have been a legal requirement for students with special needs since 2000 and form the basis of education in both inclusion and special education settings.

6. What can I do when the right to inclusive education is violated?

If you think your child's right to mainstreaming/inclusion is not being exercised, you can follow the steps below in order and calmly:

  1. Making a written correspondence with the school: First, speak with the school administration and express your situation in writing. Following the verbal discussions Be sure to record your request with a short petition. In this petition, it is important to refer to the Individualized Education Program, the Guidance and Research Center’s (RAM) educational evaluation report, and the legal grounds. Click for a sample appeal petition.
  2. Contacting RAM: RAM is the official institution responsible for your child's educational evaluation and placement. You can report difficulties experienced at school to RAM, and request a re-evaluation or support for the school.
  3. Applying to the Provincial/District Directorate of National Education: If the problem cannot be resolved at the school and RAM level, you can apply with a petition to the Provincial or District Directorate of National Education to which you are affiliated. Inclusive education practices are the responsibility of the Ministry of National Education.
  4. To make a written application: Having your applications in writing both protects you and ensures that the process proceeds officially. Remember, when you submit a petition, you are exercising your right to pursue your child's legal rights.
  5. You are not alone, ask for support: During this process, getting support from non-governmental organizations, experts, or rights-based institutions can empower you both in terms of knowledge and emotional burden. Below are the organizations you can reach out to for this purpose:
  • TOHUM Autism Foundation Guidance Unit:

0212 248 94 30

rehberlik@tohumotizm.org.tr

  • Autism Assembly of Turkey: It is a civil society platform that aims to bring together non-governmental organizations working in the field of autism in Turkey to conduct joint advocacy, monitor the implementation of the Autism Action Plan, and represent the rights of individuals with autism in public policies with a strong and single voice. You can reach the Autism Assembly of Turkey, which brings together 105 non-governmental organizations operating in the field of autism under its umbrella, at the address below.

https://turkiyeotizmmeclisi.org/

turkiyeotizmmeclisiorg@gmail.com

  • Autism Federation: It is a national umbrella structure established to strengthen the access of autistic individuals and their families to fundamental rights, particularly in education, health, employment, and care in Turkey. Operating with the motto “Only Together We Can Succeed,” the Confederation has been active since 2024 with the participation of four autism federations and numerous associations and representatives from different provinces of Turkey.

info@otizmkonfederasyonu.org.tr

https://otizmkonfederasyonu.org.tr/