| The Impact of Early Intervention on Cognitive Performances of Children with Typical Development and with Hearing Loss: Working Memory and Short Term Memory | Murat DOĞAN,A. Ümran TÜFEKÇİOĞLU,Nurhan ER | 70–97 |
| Inclusive Preschool Teachers: Their Attitudes and Knowledge about Inclusion | Bülbin SUCUOĞLU,Hatice BAKKALOĞLU,Fadime İşcen KARASU,Şeyma DEMİR,Selma AKALIN | 107–128 |
| An Examination of the Views of Parents of Children With Autism About Their Experiences at the Post-Diagnosis Period of Autism | Ömür Gürel SELİMOĞLU,Selda ÖZDEMİR,Gökhan TÖRET,Ufuk ÖZKUBAT | 129–161 |
| Reliability and Validity of Modified Turkish Version of Autism Behavior Checklist (ABC): Results of Pilot Study | Onur ÖZDEMİR,İbrahim H. DİKEN,Özlem DİKEN,Güçlü ŞEKERCİOĞLU | 168–182 |
| Issues in Labeling Young Children with Developmental Delay: Whose Responsibility is It? | Azar HADADİAN,Kourtland R. KOCH | 187–199 |
| Early Childhood Intensive Education Programs in Special Education: A Review of Studies on the Learning Experiences and Alternative Program (LEAP) | Avşar ARDIÇ | 200–217 |
| Best Practices for Serving Families of Children with Special Needs | Kristy ALFONSO | 221–224 |