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Many students with autism spectrum disorder (ASD) experience academic challenges and difficulties. These struggles are especially pronounced in mathematics with students with ASD performing significantly below than their peers without disabilities on measures of mathematical performance. The current study used a single case experimental design with concurrent multiple probe across students to investigate the effects of a point-of-view video modeling (POVM) intervention on accuracy of addition with regrouping word problems. The participants were three secondary grade level students with ASD. Findings showed that each student demonstrated considerable improvement during intervention over baseline levels, and subsequently sustaining their performance through the maintenance phase. Limitations, implications for practitioners and future research directions are presented.

The purpose of this study was to examine the effectiveness of UDL training on general education teacher candidates' daily lesson plan writing skills. The participants were 97 teacher candidates in a general education programme. They were required to write a lesson plan before and after the three-hour UDL training. The single group pre-test--post-test design was conducted to see whether there was a change on the dependent variable. The results of this study indicated that there was a statistically significant difference between the total scores of the participants on two lesson plans from the pre-test to post-test. The UDL training was found to be successful at increasing lesson plan writing skills and creating more responsive learning environments for general education teacher candidates.

The purpose of this study was to explore the primary school teachers' experiences about teaching gifted students and students with disabilities in the resource room. Thirteen teachers who work with students with disabilities and 11 teachers who work with gifted students participated in this qualitative study. The data were collected using structured interviews and semi-structured focus group interviews and analysed using content analysis. The findings indicated that the advantages and disadvantages of the resource room programmes differed for both groups of students. The teachers of both groups also expressed different advantages and disadvantages of working in the resource rooms for themselves. Some of the problems of the resource room programme were insufficient materials, inadequate facility, and unqualified personnel.

Background: Identifying the students with intellectual disabilities and deciding the required services would not be sufficient without parental involvement. The purpose of this study was to understand the perspectives of the parents of students with intellectual disabilities about the Guidance and Research Centres (GRCs) and reveal the parents' experiences at the GRCs. Method: In this qualitative study, unstructured interviews were conducted. Twenty-one parents who had a child with an intellectual disability were asked about their experiences during their visit to the GRCs. Content analysis with an inductive approach was used to analyse the data. Findings: Most of the parents reported problems regarding educational evaluation, and communication and collaboration. The participants provided their suggestions about evaluation procedures, professionalism, and institutional practices. Conclusions: The problems at the GRCs must be considered by educators and other stakeholders to better provide educational evaluation, support services, and guidance to the students and their parents.

Objectives: The purpose was to investigate effects of an in-service training for secondary special education teachers in Turkey. The study was to serve as an initial analysis of the basic knowledge of educators about transition mandates, transition planning and components of quality goals. Methods: Twenty-two teachers of students with DD completed the in-service training. TSTA model was used to structure the training. To assess differences between teachers' knowledge from pre-test to the post-test, paired sample t-tests were employed. Results: A significant increase in knowledge of general transition and goal functionality was observed from pre-test to post-test. Results indicated that the training was effective in both increasing teachers' knowledge and generalization of functional goal writing across content areas. Conclusions: The study revealed the dearth of research related to transition knowledge and generation of high quality transition goals for students with DD.

Identifying the students with intellectual disabilities and deciding the required services would not be sufficient without parental involvement. The purpose of this study was to understand the perspectives of the parents of students with intellectual disabilities about the Guidance and Research Centres (GRCs) and reveal the parents' experiences at the GRCs. In this qualitative study, unstructured interviews were conducted. Twenty-one parents who had a child with an intellectual disability were asked about their experiences during their visit to the GRCs. Content analysis with an inductive approach was used to analyse the data. Most of the parents reported problems regarding educational evaluation, and communication and collaboration. The participants provided their suggestions about evaluation procedures, professionalism, and institutional practices. The problems at the GRCs must be considered by educators and other stakeholders to better provide educational evaluation, support services, and guidance to the students and their parents. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the primary school teachers' experiences about teaching gifted students and students with disabilities in the resource room. Thirteen teachers who work with students with disabilities and 11 teachers who work with gifted students participated in this qualitative study. The data were collected using structured interviews and semi-structured focus group interviews and analysed using content analysis. The findings indicated that the advantages and disadvantages of the resource room programmes differed for both groups of students. The teachers of both groups also expressed different advantages and disadvantages of working in the resource rooms for themselves. Some of the problems of the resource room programme were insufficient materials, inadequate facility, and unqualified personnel. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the effectiveness of UDL training on general education teacher candidates' daily lesson plan writing skills. The participants were 97 teacher candidates in a general education programme. They were required to write a lesson plan before and after the three-hour UDL training. The single group pre-test- post-test design was conducted to see whether there was a change on the dependent variable. The results of this study indicated that there was a statistically significant difference between the total scores of the participants on two lesson plans from the pre-test to post-test. The UDL training was found to be successful at increasing lesson plan writing skills and creating more responsive learning environments for general education teacher candidates. [ABSTRACT FROM AUTHOR]