Citations (25)
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Salih Rakap, Serife Yucesoy-Ozkan & Sinan Kalkan. (2019) How complete are individualized education programmes developed for students with disabilities served in inclusive classroom settings?. European Journal of Special Needs Education 34:5, pages 663-677.
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Marja Syrjämäki, Nina Sajaniemi, Eira Suhonen, Alisa Alijoki & Mari Nislin. (2017) Enhancing peer interaction: an aspect of a high-quality learning environment in Finnish early childhood special education. European Journal of Special Needs Education 32:3, pages 377-390.
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Articles from other publishers (23)
Salih Rakap. (2023) Chatting with GPT: Enhancing Individualized Education Program Goal Development for Novice Special Education Teachers. Journal of Special Education Technology.
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Şükran ALAN & Veysel AKSOY. (2023) Özel Eğitim Okullarında Geliştirilen Bireyselleştirilmiş Eğitim Programlarının (BEP) Kalitesinin İncelenmesiQuality of Individualized Education Programs (IEP) Developed in Special Education School. Ondokuz Mayis University Journal of Education Faculty.
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Neslihan ÜNLÜOL ÜNAL, Muhammed A. KARAL & Sema TAN. (2022) Examining The Effect of Interactive Feedback Procedure on the Individualized Education Program (IEP) GoalsEtkileşimli Geribildirim Prosedürlerinin Bireyselleştirilmiş Eğitim Programı (BEP) Amaçları Üzerindeki Etkisinin İncelenmesi. Bartın Üniversitesi Eğitim Fakültesi Dergisi 11:3, pages 602-616.
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Salih RAKAP, Sinan KALKAN & Serife BALİKCİ. (2022) Özel Eğitimde Nitelikli Davranışsal Amaç Belirleme ve Yazmaya İlişkin İlkelerin Doküman Analizi Yoluyla Belirlenmesi. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 8:2, pages 631-650.
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Salih RAKAP, Sinan KALKAN & Serife BALİKCİ. (2022) Özel Eğitimde Nitelikli Öğrenme Faaliyetleri için Yüksek Kaliteli Hedef Davranış Belirleme ve Yazma. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi.
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Satu Peltomäki, Raija Pirttimaa, Kirsi Pyhältö & Elina K. Kontu. (2021) Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities—Engaging in the Activity Area-Based Curriculum Making. Education Sciences 11:9, pages 529.
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Sezgin ÖZAN & Ayşe Dolunay SARICA. (2021) Bireyselleştirilmiş Eğitim Programı: Sınıf ve Rehberlik Öğretmenlerinin Deneyimleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 22:1, pages 147-174.
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Susana Castro-Kemp, Carolina Gaona, Catarina Grande & Olympia Palikara. (2021) Consistency between provision, outcomes and functioning needs in statutory documents for young children with developmental disabilities in England. Research in Developmental Disabilities 108, pages 103815.
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Robyn Ridgley, Patricia A. Snyder & R. A. McWilliam. (2018) Individualized Family Service Plan Quality and Alignment of Child-Focused Outcomes to Federal Outcomes and State Early Learning Guidelines. Topics in Early Childhood Special Education 39:4, pages 200-212.
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Noora Heiskanen, Maarit Alasuutari & Tanja Vehkakoski. (2019) Recording Support Measures in the Sequential Pedagogical Documents of Children With Special Education Needs. Journal of Early Intervention 41:4, pages 321-339.
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Susana Castro-Kemp, Olympia Palikara & Catarina Grande. (2019) Status Quo and Inequalities of the Statutory Provision for Young Children in England, 40 Years on From Warnock. Frontiers in Education 4.
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Mehmet Seckin GEZER & Veysel AKSOY. (2019) Perceptions of Turkish Preschool Teachers’ about Their Roles within the Context of Inclusive Education.. International Journal of Early Childhood Special Education, pages 31-42.
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Susana Castro, Catarina Grande & Olympia Palikara. (2019) Evaluating the quality of outcomes defined for children with Education Health and Care plans in England: A local picture with global implications. Research in Developmental Disabilities 86, pages 41-52.
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Serra Acar, Ching-I Chen & Huichao Xie. 2019. Family, School, and Community Partnerships for Students with Disabilities. Family, School, and Community Partnerships for Students with Disabilities
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Hatice BAKKALOĞLU, Betül YILMAZ, Nilüfer ALTUN-KÖNEZ & Gülistan YALÇIN. (2018) Türkiye’de Okul Öncesi Kaynaştırma Konusunda Yapılan Araştırmalar Bize Neler Söylüyor?What Do the Research About Preschool Inclusion in Turkey Tell Us?*. İnönü Üniversitesi Eğitim Fakültesi Dergisi 19:1, pages 119-150.
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Nathalie Myara. (2019) RECENSION DES ÉCRITS SUR LES PLANS D’INTERVENTION (PI) SCOLAIRES DANS UNE PERSPECTIVE HISTORIQUE ET ÉVOLUTIVE. McGill Journal of Education 53:3.
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Nathalie Myara. (2018) Analyser, évaluer et améliorer la qualité des plans d’intervention (PI) ou de transition (PT) en milieu scolaire. Revue francophone de la déficience intellectuelle 28, pages 11-26.
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Elena L. Grigorenko. 2017. Disease Control Priorities, Third Edition (Volume 8): Child and Adolescent Health and Development. Disease Control Priorities, Third Edition (Volume 8): Child and Adolescent Health and Development
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Fabrizio Stasolla, Viviana Perilli, Alessandro O. Caffò, Adele Boccasini, Anna Stella, Rita Damiani, Vincenza Albano, Fiora D’Amico, Concetta Damato & Annalisa Albano. (2016) Extending Microswitch-Cluster Programs to Promote Occupation Activities and Reduce Mouthing by six Children with Autism Spectrum Disorders and Intellectual Disabilities. Journal of Developmental and Physical Disabilities 29:2, pages 307-324.
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Ariane Paccaud & Reto Luder. (2017) Participation Versus Individual Support: Individual Goals and Curricular Access in Inclusive Special Needs Education. Journal of Cognitive Education and Psychology 16:2, pages 205-224.
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Ibrahim H. Diken, Salih Rakap, Ozlem Diken, Gozde Tomris & Secil Celik. (2016) Early Childhood Inclusion in Turkey. Infants & Young Children 29:3, pages 231-238.
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Charles H. Carlin, Katie Boarman & Erin E. Brady. (2016) Guiding Student Clinicians as They Develop AAC Goals and Monitor Progress During School-Based Externship. Perspectives of the ASHA Special Interest Groups 1:12, pages 32-40.
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Charles H. Carlin, Katie Boarman & Erin E. Brady. (2016) Guiding Student Clinicians as They Develop AAC Goals and Monitor Progress During School-Based Externship. Perspectives of the ASHA Special Interest Groups 1:12, pages 29-37.
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