Turkish parents, teachers, and faculty members’ opinions and experiences on safety skills instruction for children with autism spectrum disorder

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TEKİN İFTAR E., Sirin N., Collins B. C.

International Electronic Journal of Elementary Education, vol.13, no.3, pp.373-384, 2020 (Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 13 Issue: 3
  • Publication Date: 2020
  • Doi Number: 10.26822/iejee.2021.197
  • Journal Name: International Electronic Journal of Elementary Education
  • Journal Indexes: Scopus, IBZ Online, EBSCO Education Source, ERIC (Education Resources Information Center), Directory of Open Access Journals
  • Page Numbers: pp.373-384
  • Keywords: Autism Spectrum Disorder, Higher Education Faculty Member Opinions, Parent Opinions; Teacher Opinions, Safety Skills
  • Anadolu University Affiliated: Yes


© 2021 Published by KURA Education & Publishing.Although sometimes neglected, safety skills instruction should be considered as important a teaching area as others (e.g., self-care, academic, communication skills) because these skills can lead to more independence in a less restrictive environment. The researchers designed this study to reveal the opinions of Turkish parents, teachers, and higher education faculty members regarding safety skills instruction for children with an autism spectrum disorder. They interviewed parents (n = 11), special education teachers (n = 16), and higher education faculty members (n = 11) and analyzed the resulting data descriptively. Findings showed both parents and teachers lacked information about safety skills and how to teach them. Higher education faculty members advised using evidence-based practices in teaching safety skills and stated that safety skills instruction was not covered in the special education teacher training curriculum in the programs in which they taught. Implications and future research needs are discussed.