Page 88 - Özel Eğitim İhtiyacı Olan Öğrenciler
P. 88

ORTAÖĞRETİM KADEMESİNDE KAYNAŞTIRMA/BÜTÜNLEŞTİRME YOLUYLA EĞİTİM UYGULAMALARI

        Rutter, M., Le Couteur, A., & Lord, C. (2003). Autism diagnostic interview-revised. Los Angeles, CA: Western Ps-
               ychological Services, 29, 30.

        Salend, S. J. (2011). Creating inclusive classrooms: Effective and reflective practices (7th ed.).
        Sandbank, M., Woynaroski, T., Watson, L. R., Gardner, E., Kaysili, B. K., & Yoder, P. (2017). Predicting intentional
               communication in preverbal preschoolers with autism spectrum disorder. Journal of autism and deve-
               lopmental disorders, 47(6), 1581-1594.
        Schmidt, R. J., Tancredi, D. J., Ozonoff, S., Hansen, R. L., Hartiala, J., Allayee, H. ve Hertz-Picciotto, I. (2012).
               Maternal periconceptional folic acid intake and risk of autism spectrum disorders and developmental
               delay in the CHARGE (CHildhood Autism Risks from Genetics and Environment) case-control study. The
               American Journal of Clinical Nutrition, 96(1), 80-89. doi: 10.3945/ajcn.110.004416

        Sebba, J. ve Ainscow, M. (1996). International developments in inclusive schooling: Mapping the issues. Cambri-
              dge Journal of Education, 26(1), 5–18.

        Selimoğlu, Ö. G., Özdemir, S., Töret, G., & Özkubat, U. (2014). Otizmli Çocuğa Sahip Ebeveynlerin Otizm Tanıla-
               ma Sürecinde ve Tanı Sonrasında Yaşadıkları Deneyimlerine İlişkin Görüşlerinin İncelenmesi. Internatio-
               nal Journal of Early Childhood Special Education, 5(2), 129-161.

        Shalev, R. S., Manor, O., Kerem, B., Ayali, M., Badichi, N., Friedlander, Y., & Gross-Tsur, V. (2001). Developmen-
              tal dyscalculia is a familial learning disability. Journal of Learning Disabilities, 34(1), 59-65.
        Shaw, W. (2013). Evidence that ıncreased acetaminophen use in genetically vulnerable children appears to be
               a major cause of the epidemics of autism, attention deficit with hyperactivity, and asthma. Journal of
               Restorative Medicine,2, 1-16. doi:10.14200/jrm.2013.2.0101

        Slee, R. (2011). The irregular school: Exclusion, shooling and inclusive education. Abingdon, UK: Routledge.

        Smith, P. (2010) ‘Whatever happened to inclusion? The place of students with intellectual disabilities in general
              education classrooms’. In P. Smith (ed.) WhateverhHappened to inclusion? New York: Peter Lang.

        Sprenger, L., Bühler, E., Poustka, L., Bach, C., Heinzel-Gutenbrunner, M., Kamp-Becker, I., & Bachmann, C.
               (2013). Impact of ADHD symptoms on autism spectrum disorder symptom severity. Research in deve-
               lopmental disabilities, 34(10), 3545-3552.

        Stanley, G. C. ve Konstantareas, M. M. (2007). Symbolic play in children with autism spectrum disorder. Journal
               of Autism and Developmental Disorders, 37(7),1215-1223. doi: 10.1007/s10803-006-0263-2

        Steiner, A. M., Goldsmith, T.R., Snow, A. V. ve Chawarska, K. (2012). Practitioner’s guide to assessment of autism
               spectrum disorders. Journal of Autism and Developmental Disorders, 42, 1183-1196.
        Sucuoğlu, B. (2003). Otizm ve otistik bozukluğu olan çocuklar. A. Ataman (Ed.), Özel eğitime giriş (392-412).
               Ankara: Gündüz Yayınları

        Synder, R. F. (1999). Inclusion: A qualitative study of inservice genel education teachers’ attitudes and concer-
              ns. Education, 1(120), 173.

        Şahbaz, Ü. (2017). Otizm Spektrum Bozukluğu (OSB) ile İlgili Temel Kavramlar, Sınıflandırma, Nedenler, Gö-
               rülme Sıklığı. Ü. Şahbaz (Ed.), Zihin Yetersizliği ve Otizm Spektrum Bozukluğu içinde (s. 142-154). An-
               kara: Vize Yayıncılık.

        Şener, E. F. & Ozkul, Y. (2013). Otizmin Genetik Temellleri. Sağlık Bilimleri Dergisi, 22(1), 86-92.




    88
   83   84   85   86   87   88   89   90   91   92