The Review of Studies on Routine-Based Teaching Practices Carried Out with Children with Developmental Disabilities

• Published in: Ankara üniversitesi eğitim bilimleri fakültesi özel eğitim dergisi Vol. 20; no. 4; pp. 834 - 840
• Main Authors: Ergin, Gizem, Diken, İbrahim H
• Format: Journal Article
• Language: English
• Published: Ankara Ankara Universitesi 01-01-2019
• Subjects: Children & youth; Children with disabilities; Data collection; Developmental disabilities; Disability; Educational Objectives; Evidence-based practice; Families & family life; Learning; Literature reviews; Skills; Special education; Teaching; Teaching Methods; Young Children
• ISSN: 1304-7639; 2149-8261
• DOI: 10.21565/ozelegitimdergisi.467638

[...]while developmental teaching can be easily integrated into regularly emerging activities and routines, the natural learning opportunities provided by this teaching become permanent, generalizable, functional, meaningful, and suitable for the daily life of children with disabilities (Kashinath, Woods, & Goldstein, 2006). The environments with which the child frequently interacts in his/her daily life are home, school, and institution environments. [...]the employees of the institutions, attended by the family and the child, should be prepared for the process. [...]a review study on RBT has not been encountered in the review of the national literature. [...]19 studies were included in the research.