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The aim of this study was to explore the factors that are considered crucial by teachers for a successful intervention in managing of challenging behaviors of people with intellectual disabilities. We asked 177 Greek general and Special Educator teachers to prioritize, using a list of 24 factors, the 6 major that can contribute to the success of an intervention. Teachers chose the factor “knowledge and expertise, staff training” as the most important for the successful management of challenging behaviours. The x 2 test revealed no dependency relationships with teachers’ gender, working structure or Special Education expertise. The need of staff training in changing the way teachers understand challenging behaviors is also discussed.

The study was designed to determine if spatial location of movement was automatically encoded in memory by children with intellectual disabilities (ID) and typically developing (TD) children. Each participant performed motor exercises at each of four selected locations on a 20X20 m field. The condition variable consisted of intentional position-intentional exercise, incidental position-intentional exercise, and incidental position-incidental exercise. The results indicated that spatial location of movement was not automatically encoded because intention resulted in better performance for TD children. Several critical issues related to intervention strategies in the field of ID are also discussed, considering the educational practices

Several researchers explored the impact of cognition, language and social understanding on theory of mind abilities in typically developing (TD) children and children with intellectual disabilities (ID) (either ID of genetic origin or non-specific ID). The aim of the present study was to determine the specificity of the theory of mind deficit to different groups of children with ID. The results are in accordance with the developmental approach of similar structure hypothesis ( Zigler, 1969 ). The findings are discussed in terms of the specificity of the etiology-related theory of mind profiles of ID groups, considering the educational and social inclusion practices.

It is noticed lack of vocational guidance tools for students with intellectual disabilities (ID), certified as to their reliability and validity. The purpose of the present study was to examine the psychometric characteristics of the “Reading - Free Vocational Interest Inventory” (R-FVII) of Becker (1981) , which is one of the best non - verbal assessment tool of vocational preferences. The participants were 35 students with mild ID at the Training Schools for Persons with Special Needs in Western Macedonia and their teachers (N=34). Based on the data obtained, it was found that the tool has satisfactory levels of reliability and validity.

A lack of educational intervention programmes is noticed in the sexual education of all children and teenagers, regardless of whether they have intellectual disabilities (ID), or not. The purpose of the present study was to create an educational intervention programme in the sexual education of a pre-adolescent with Prader-Willi syndrome (PWS). The participant was a 13-year-old pre- adolescent boy who has been diagnosed with PW syndrome. Based on the data obtained, it was found that the educational intervention was very effective and that it could be applied to other teenagers with this specific cognitive profile.

We know surprisingly little about how the perception of visual illusions develops on children with intellectual disabilities (ID). The aim of the present study was to determine the specificity of the visual perception deficit to different groups of children with ID. We compared 23 children with Down syndrome (DS) and 42 mental age-matched children with non-specific ID on two classes of illusory perception, one involving visual illusions of perceptual constancy, and the other ambiguous figures. The results clearly showed that children with DS performed more poorly than the children with non-specific ID only on the ambiguous figures tasks. The findings are discussed in terms of the specificity of the etiology-related cognitive profiles of ID groups.

The purpose of this research is to analyze the understanding factorial concept processes of 7th grade students who have low academic achievements with Pirie-Kieren theory. The research participants are composed of two 7th grade students who are studying at a public primary school in the Inegol Province of the city of Bursa. This research has been designed according to case study design since it was carried out with two students who had low academic achievements in a constructive learning environment. The research participants were selected among voluntary students by considering their mathematics achievement test scores and their grades stated in the previous year' reports. Mathematics achievement test was composed of 15 questions that were covering pre-cognitive knowledge of the factorial concept. Educational games, group work, puzzles, worksheets and activities designed for the objectives in the factorial concept were used in the research. The data of the research was collected by through a semi-structured interview, participant observation and document analysis for each student in the study group. The obtained data was analyzed by using a descriptive analysis method. According to the findings, students who have low academic achievements were able to construct concepts difficulty by interpreting activities and they reached formalising level according to Pirie and Kieren theory. In the light of the findings of this study, the researchers have developed suggestions. (C) 2015 The Authors. Published by Elsevier Ltd.

The aim of this study is to analyze the role of meta-cognition while solving indefinite integral problems. In this study, there are particularly three objectives to be obtained. These are; i) observe meta-cognitive behaviors of prospective mathematics teachers while solving problems, ii) determine the importance of meta-cognition in problem solving and iii) determine challenges, typical errors and points to be considered for solving indefinite integral problems. The study is a qualitative research. Data collection tools are; i) Problems Form (PF) and ii) Meta-Cognitive Skills Questionnaire (MSQ). In this context, this study was completed by 60 prospective mathematics teachers. All prospective mathematics teachers are sophomore students at a university. Data collection tools were filled by the prospective mathematics teachers in 50 minutes. Collected data were analyzed descriptively. The analysis of the problem which were solved by the prospective mathematics teachers and the examination of completed questionnaires are to provide an understanding for the meta-cognitive aspects of solving indefinite integral problems. In conclusion, the challenges faced by prospective mathematics teachers that are subject to recall, choose incorrect solution and not knowing where to start in problem solving. The common mistakes are incorrect solutions and calculation errors. On the other hand, the point that should be considered in the problem solving is to choose a strategy. (C) 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Academic World Education and Research Center.

7th World Conference on Educational Sciences -- FEB 05-07, 2015 -- Athens, GREECE, WOS: 000380613100013, This study intended to investigate the general attitudes of a group of high school EFL students towards language learning strategies, particularly vocabulary learning strategies, and to investigate whether or not one month awareness-raising program for self-regulated vocabulary learning can increase the use of vocabulary learning strategies autonomously and the rate of success among the students. At the time of the study all the participants were in the same proficiency level (B1). The data were gathered through inventory, the self-regulated capacity for vocabulary learning (the SRCvoc) prepared by Tseng, Dornyei and Schmitt (2006), which was translated to Turkish by a researcher with a PhD in ELT. (C) 2015 The Authors. Published by Elsevier Ltd.

7th World Conference on Educational Sciences -- FEB 05-07, 2015 -- Athens, GREECE WOS: 000380613100295 Democracy has a significant place in education as known and there are two approaches towards the way of involving democracy in education; democracy education and democratic education. The general aim of this study is to analyze the views of pre-service teachers in the faculty of education towards democracy and also their awareness regarding the difference between "democracy education" and "democratic education" as well as the real content of these two concepts. Through the study, 100 pre-service teachers from Cukurova University were asked open-ended questions in written format. For data analysis, content analysis was used. According to the answers, it was revealed that the pre-service teachers were aware of the democracy and its requirements in education and knew the distinction between two ways of inclusion. (C) 2015 The Authors. Published by Elsevier Ltd.

7th World Conference on Educational Sciences -- FEB 05-07, 2015 -- Athens, GREECE WOS: 000380613100018 This research was conducted to investigate 6th grade students' problem solving strategies and whether these strategies change with problem type and number structure of problems. 165 randomly selected students of grade six participated in this study. A problem test which contains proportional and non-proportional word problems was designed as a data collecting tool. Number structures also considered in the problem test. Descriptive data analysis methods were used in this study. Analysis has shown that students used 7 different strategies on solving proportional problems and 6 different strategies on solving non-proportional problems. (C) 2015 The Authors. Published by Elsevier Ltd.

7th World Conference on Educational Sciences -- FEB 05-07, 2015 -- Athens, GREECE WOS: 000380613100091 The main purpose of this study to examine the prospective primary school teachers' ability to transform multiple representations. This study is a descriptive survey model that has been applied to determine prospective teachers' skills of transforming multiple representations. The sample of this study was consisted of 134 prospective teachers who are at the third grade at the department of Primary School Education in a state university in the 2012-2013 academic year. "Multiple Representation Transformation Test" which was developed by the researcher was used as the data collection tool in the research. In conclusion, the prospective primary teachers are usually successful in transformations between representations; however, that they, in this process, are unsuccessful in transforming especially oral representations into other representations. Based on this result, the factors that cause the failures of the prospective teachers in transforming oral representation can be analyzed in another study. (C) 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Academic World Education and Research Center.