Page 89 - Özel Eğitim İhtiyacı Olan Öğrenciler

ÖZEL EĞITIM IHTIYACI OLAN ÖĞRENCILER

Tager-Flusberg, H., Paul, R., & Lord, C. (2005). Language and communication in autism. In F. R. Volkmar, R. Paul,
A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (pp. 335-405).
Hoboken, NJ: John Wiley.

TBMM (2020). Down Sendromu, Otizm ve Diğer Gelişim Bozukluklarının Yaygınlığınım Tespiti ile İlgili Bireyle-
rin ve Ailelerinin Sorunlarının Çözümü İçin Alınması Gereken Tedbirlerin Belirlenmesi Amacıyla Kurulan
Meclis Araştırması Komisyon Raporu. 13.06.2021 tarihinde https://www.tohumotizm.org.tr/wpcontent/
uploads/2021/02/TBMM_Komisyon_Raporu_yonetici-ozeti.pdf adresinden edinilmiştir.

Test, D. W., Kemp-Inman, A., Diegelmann, K., Hitt, S. B., & Bethune, L. (2015). Are online sources for ıdentifying
evidence-based practices trustworthy? an evaluation. Exceptional Children, 82(1), 58-80.

The National Professional Development Center on Autism Spectrum Disorders (2020) 13.06.2021 tarihinde
https://ncaep.fpg.unc.edu/sites/ncaep.fpg.unc.edu/files/imce/documents/NCAEP%20Report%20-% 20
Table%203.1%20-%20EBP%20list.pdf adresinden edinilmiştir.

Thomas, G; Walker, D. ve Webb, J. (2005). Inclusive education: The ideals and the practice. In K. Topping, S.
Maloney (Eds.), The routledge farmer reader in inclusive education (s. 17-28). Routledge Farmer, Abing-
don, Oxon.

Thompson, T. (2011). Individualized autism ıntervention for young children: blending discrete trial and naturalis-
tic strategies. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285.

Tohum Otizm Vakfı. Otizm Tarama Projesi Sonuç Raporu (2008). 13.06.2021 tarihinde http://tohumotizm.org.
tr/sites/default/files/kcfinder/files/Saglik%20Bakanligi%20Otiz m%20Platformu%20Tarama%20
Projesi%20Raporu.pdf. adresinden edinilmiştir.

Tohum Otizm Vakfı. Otizmde Tarama, Tanılama ve Eğitim Modelinin Geliştirilmesi Projesi (2017). 16.06.2021
tarihinde https://www.tohumotizm.org.tr/hakkimizda/projeler/tamamlanan projeler/otizmdetara-
ma-tanilama-ve-egitim-modeliningelistirilmesi-projesi-2017/ adresinden edinilmiştir.

Topping, K. (2012). Conceptions of inclusion: Widening ideas. C. Boyle ve K. Topping In (Eds.), What works in
inclusion? (s. 9-18). Berkshire, England: Open University Press.

Töret, G. (2016). Otizm spektrum bozukluğu özellikleri. İ. H. Diken & H. Bakkaloğlu (Eds.), Zihin yetersizliği ve
otizm spektrum bozukluğu, içinde (ss. 192-228). Ankara: Pegem Akademi.

UNİCEF (2013). The state of the World’s children 2013: Children with disabilities. https://www.unicef.org/pub-
lications/index_69379.html

United Nations (UN). (2006). Convention on the rights of persons with disabilities and optional protocol. New
York: UN.

United Nations Educational, Scientific and Cultural Organization (UNESCO) (2009). Policy guidelines on inc-
lusion in education. https://unesdoc.unesco.org/ark:/48223/pf0000177849
United Nations Educational, Scientific and Cultural Organization (UNESCO). (1994). The Salamanca state-
ment and framework for action on special needs education. http://www.unesco.org/education/pdf/
SALAMA_E.PDF

United Nations Educational, Scientific and Cultural Organization (UNESCO). (1996). Mid-decade review of
progress towards education for all. Paris: UNESCO.
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2001). Education for all: Infor-
mation kit. Paris: UNESCO.

89