Sub-Themes

The sub-themes determined within the scope of the National Special Education Congress aim to discuss the relationship between global research trends in the field of special education and research and practice realities in Turkey from a multi-dimensional perspective. These themes are structured to cover different levels of special education, from theoretical discussions to practice processes, from school systems to lifelong support services.

1. Theory, Evidence, and Assessment

How Strong is the Knowledge Produced in Special Education and How is it Evaluated?

This theme addresses the theoretical approaches shaping knowledge production in the field of special education and the methodological criteria determining research quality. Criteria prominent in the international literature, such as evidence-based practices, effect size, replicability of research, and treatment integrity, will be evaluated together with research and practice processes in Turkey. Additionally, the validity of assessment and evaluation processes, diagnostic practices, and data-based decision-making approaches will be discussed within the framework of the relationship between global scientific standards and national practices.

2. System, Inclusivity, and School-Level Transformation

Does Inclusivity Achieve Genuine Transformation at the School Level?

This theme addresses inclusive education not merely as the physical placement of students in educational environments, but as a holistic transformation process at the school level. Multi-tiered systems of support, school-based intervention models, and inclusive school approaches from the international literature will be evaluated together with mainstreaming and integration practices in Turkey. Individualized education programs, support education services, teacher competencies, school climate, and social participation processes will be addressed within this context.

3. Lifelong Support, Transition, and Life Outcomes

Do Educational Processes Produce Long-Term Life Outcomes?

This theme is based on the understanding that special education should be evaluated not only by outcomes during the school period but also by individuals’ long-term life outcomes. Indicators prominent in international research, such as quality of life, independent living, employment, and social participation, will be addressed in relation to educational outcomes in Turkey. The relationship between support continuity from early childhood to adulthood, transition planning, and life outcomes will be evaluated within the framework of scientific research and practice examples.

4. Service Models, Professional Development, and Technological Transformation

How are Service Models and Digitalization Transforming the Field of Special Education?

This theme addresses the delivery methods, practice quality, and sustainability of special education services. International service models, professional development approaches, and interdisciplinary collaboration processes will be evaluated together with the structure of practice in Turkey. Additionally, the role of digital intervention platforms, artificial intelligence-assisted assessment systems, and educational technologies in the field of special education will be discussed in the context of the interaction between global transformation processes and national practices.