Educating Gifted Children in Turkey: A Retrospective Analysis and the Current State

The purpose of this study was to examine the education of gifted children in Turkey during 1923–2020 from an historical perspective and to evaluate the current practices in gifted education. Drawing from the literature review, we first report on the policies and the legal and corporate advancements implemented in the field of gifted education since the Declaration of the Republic. Subsequently, current practices in Turkey, including Science and Arts Centres, high schools for gifted students, and resource rooms, are evaluated. The results of a review of the relevant literature are discussed in the light of the current situation. In conclusion, it is understood that coherent and consistent policies in the field of gifted education have been developed more strongly in Turkey during the last 30 years, corporate advancements have also increased during this period, and scientific studies have gained an upward enhancement during the last 20 years. Despite all these advancements, it is concluded that current practices have still various deficiencies and should continue to be developed.

Relationships Between the Participation Levels of Children With Autism Spectrum Disorders and the Time They Spend in Resource Rooms in Taiwan

Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. The aim of this study was to help educators and clinicians better understand how the amount of time children with autism spectrum disorder (ASD) spend in resource rooms affects their participation levels in inclusive educational settings in Taiwan. No statistically significant relationships were found. This study provides professionals with a model for assessing how resource rooms impact the participation levels of children with ASD in inclusive settings. Primary Author and Speaker: Chiao-Ju Fang

The Perceived Self-Efficacy of Resource Rooms Teachers on Distance Learning Experience in Amman in Terms of Some Variables

This study aimed to examine the perceived self-efficacy of the resource room teachers for the distance learning experience in the capital Amman, Jordan in terms of some variables. To achieve this goal, 124 female resource teachers in government schools in the capital governorate were selected. The perceived self-efficacy measure was used to collect data. It is a valid and reliable measure that contains 25 items. The results showed that the level of perceived self-efficacy of the resource room teachers for the distance learning experience was moderate, as the mean of the overall tool was (3.16) with a moderate evaluation score. Table (3) shown that the averages of the tool's items ranged between (2.15-4.07). These averages didn't indicate statistically significant differences at (α≤0.05) for the variables: specialization, teacher's educational level, and number of students who receive service in the room. The data showed statistically significant differences at the (α≤0.05) for teacher's age variable in favor of the younger group. Also, the data showed statistically significant differences at the (α≤0.05) for the variable years of experience in favor of the least experience, less than 5 years.

The Impact of Smartphone Addictive Use by Students with Learning Disabilities on Social, Psychological and Academic Domains

The current study aimed at identifying the impact of the addictive use of smartphones by students with learning disabilities on the social, psychological and academic domains. The sample of the study consisted of 210 male and female students enrolled in classes of resource rooms of grades five to nine in public and private schools at the Ministry of Education in Amman governorate. The researcher developed two measures to achieve the goals of the study; the first is “a scale to measure the addiction of smartphones use”, which contains 32 items, and another scale to measure the “impact of smartphones excessive use on social, emotional and academic domains”, which contains (30) items. This process was preceded by a review of previous similar pedagogic studies. Validity and reliability significance were extracted. Results revealed that the estimation of the addictive use of smartphones by students of learning disabilities aged 11-15 was rated as average. Results also revealed that impact of smartphone use dominated the social and emotional aspects over the academic. Results call for the need to develop and practise some precocious interventions and early detection of the excessive use of smartphones in general, but above all by students with learning disabilities.

Challenges Faced by Teachers in Teaching through Storytelling and Play-Way Method at Early childhood Education Level

Teachers use several methods to teach children in Early childhood Education classes. Storytelling and play-way methods are employed to teach initial concepts in a conducive and stimulating learning environment. The purpose of this study was to identify the mindfulness, utilization, and challenges faced by ECE teachers while teaching through these methods. The phenomenological design was employed by using a qualitative research approach. The ten ECE schoolteachers were selected as participants, who were teaching to grade one student through the purposive sampling technique. Self-developed semi-structured interviews were carried out, and the data were transcribed into codes and themes. The research revealed that teachers were more aware of the storytelling method than the play way method. They were facing different challenges while using the storytelling and play-way method at the ECE level. It is recommended that resource rooms should be established for the provision of the best opportunities for training to ECE teachers.

LUDUS-Desenvolvimento de um Jogo para Auxiliar no Aprendizado de Matemática para Alunos com Autismo

The present work was created from the need to develop educational tools that can be used in the Multimedia Resource Rooms of the Bagémunicipal education network, especially with children with autism. The software requirements were defined from meetings with the team of teachers and professionals who work in the Specialized Educational Service of General Emilio Luiz Malletschool, chosen as pilot of this project because it is one of the first schools to be contemplated with the classroom. resources. Among the listed requirements was prioritized to attend students aged 8-12 years and activities related to the four fundamental operations of mathematics: addition, subtraction, multiplication and division. As the purpose of the app is to support the teaching of students in the early grades of elementary school with autism. Thus, after the definition of the contents and the type of application, began to study the autistic universe and its particularities so that it was possible to design and develop an attractive game for this student

The Effect of the Learning Environment of Gifted Students at Resource Rooms in Jordan

The study aimed to identify the assessment of learning environment of gifted students at resource rooms in Jordan. The study used a descriptive approach to achieve its purpose. The sample of the study consisted of (92) gifted students in resource rooms in Jordan and the purposive method was chosen. The results of the study explained that the assessment of the learning environment of gifted students at the talented resource rooms in Jordan according to international standards as a whole including, the school administration, facilities in the school, and the school institution, was at a high level. The results showed that there is a statistical significance difference at the level of 0.05 in the degree of awareness of the importance of the educational environment for gifted students, and the results showed also that there is a statistical significant difference at the level of significance (α = 0.05) for the gifted students in the facilities in the school. The total of the scale attributed to the gender variable and there is no statistical significance difference at the level of 0.05 in the school institution, and the school administration for gifted students attributed to the gender.