| Examination of Interactional Behaviours Between Turkish Fathers and Their Children with Autism Spectrum Disorder | Saime ARSLAN, Özlem DİKEN | 1–19 |
| Acceptance in Early Childhood: A Study from Turkish Children | Deniz Tekin ERSAN, Seda ATA, Sinem KAYA | 20–27 |
| Effects of Parental Depression Symptoms on Parents and Children with Autism Spectrum Disorder in the PLAY Project Home Consultation Program | Gerald J. MAHONEY, Richard M. SOLOMON | 28–40 |
| Preschool Teachers' Views on in-Classroom Transitions in Inclusive Preschool Classrooms | Hatice BAKKALOĞLU, Emel ERGİN | 41–57 |
| Empowering Diverse Families | Heather COLEMAN, Yaoying XU, Serra De ARMENT | 58–67 |
| The Development oInclusive Education Practice: A Review of Literature | Norah ALZAHRANİ | 68–83 |
| Early Signs oSpecific Learning Disabilities in Early Childhood | Özge Sultan BALIKÇI, Macid Ayhan MELEKOĞLU | 84–95 |
| Technology-Enriched Social Story Intervention: Engaging Children with Autism Spectrum Disorders in Social Communication | Huda ALMUMEN, Khaled ALMUHAREB | 96–119 |
| Toilet Training Individuals with Developmental Delays: A Comprehensive Review | Burcu Ülke KÜRKÇÜOĞLU, Dinçer SARAL | 120–137 |
| Understanding Early Childhood Special Education through a Journal: 11 Years of INT-JECSE | Murat DOĞAN, Tezcan ÇAVUŞOĞLU, Emrah AKKAYA | 138–151 |
| A Comparative Study on Articulation Abilities of Turkish Children with Stuttering and Children with Typical Development | Ayşe Aydın UYSAL, Özlem Cangökçe YAŞAR, Deniz KAZANOĞLU | 152–158 |
| Twitter Data Clustering on issues of Children with Special Needs using Hybrid Topic Models with Multi-viewpoints Similarity Metric | R.M. NOORULLAH, Moulana MOHAMMED | 159–184 |
| Effectiveness of Class-wide Positive Behavioral Support Intervention in Teaching Social Skills to Students in a Primary School Activity Club | Seray OLCAY, Muharrem KOÇ, Sezgin VURAN, Mustafa Serdar KÖKSAL | 185–201 |
| The Opinions of Pre-Service Early Childhood Education Teachers about Using an Inquiry-Based Approach in an Inclusive Education Course | Ayperi Dikici SIĞIRTMAÇ | 202–214 |
| The Effects of Inclusive Preschools on the Development of Children with Disabilities: A Longitudinal Study | Hatice BAKKALOĞLU, Ergül DEMİR, N. Bulbin SUCUOĞLU | 215–231 |
| Pre-Submission Processes of Children at Developmental Risk According to Teachers and Teacher Candidates | Berrin AKMAN, Elif Mercan UZUN, Dila Nur YAZICI, Esra AKGÜL | 232–247 |
| DIR/Floortime Ò Model for School Children with Language impairment: Training for Parents, Primary Caregivers and Teachers | Nittaya KASEMKOSİN, Nopporn HOWTEERAKUL, Nawarat SUWANNAPONG, Mathuros TİPAYAMONGKHOLGUL, Kingkaew PAJAREYA | 248–263 |
| The Expectations of Parents Having Childrewith Autism From Early Intervention Programs | Berrin AKMAN, Dila Nur YAZICI | 264–276 |
| Investigation of Phonological Awareness Interventions in Early Childhood | Özge Sultan BALIKÇI | 277–288 |
| “Castles in the Air”: Kindergarten Directors’ Perspectives on Inclusion in China | Biying HU, Chih-Ing LİM, Toni MİGUEL | 289–301 |
| Early Number Development in Children with Special Needs: Correspondence, Classification, Comparison and Seriation | Gizem YILDIZ | 302–318 |
| Early Intervention Services for Young Children with Down Syndrome and Their Families: Recent Trends in the World and Turkey | Gözde TOMRİS | 319–346 |
| Severity of Disability and Parental Perception: A Qualitative Investigation | Uğur Onur GÜNDEN, Veysel AKSOY | 347–358 |