Organizers: Prof. Ahmet KURNAZ, İstanbul Aydın University - Assist. Prof. Ersin Ateş, Fatih Sultan Mehmet University

Workshop Date: Saturday, October 11, 2025

Workshop Hours: 10.00 AM – 12.00 PM (2 hours)

Minimum Number of Participants: 10    Maximum Number of Participants: 25

Workshop Fee: Free

Workshop Summary: This course includes teaching teachers how to develop creative thinking skills in students with learning disabilities and high intellectual abilities through hands-on creative thinking games, situation-, problem-, and need-based creative thinking teaching practices, and practical teaching of creative thinking techniques (imaginative thinking, metaphorical thinking, scamper, morphological synthesis).

Organizer: Prof. Ahmet Yıkmış Bolu Abant İzzet Baysal University

Workshop Date: Saturday, October 11, 2025

Workshop Hours: 1.00 PM – 2.30 PM (2 hours)

Minimum Number of Participants: 30    Maximum Number of Participants: 50

Workshop Fee: 150 TL

Workshop Summary: This study will discuss scientifically based multisensory learning approaches (Touch Math and Concrete-Semi-Concrete-Abstract) used in teaching mathematical concepts and skills to children with mathematics learning disabilities. Examples of teaching practices featuring a multisensory approach will also be presented.

Organizers: Prof. Ahmet KURNAZ, İstanbul Aydın University - Assist. Prof. Emine SEÇİL KARAMUKLU, Sivas Cumhuriyet University

Workshop Date: Saturday, October 11, 2025

Workshop Hours: 3.00 PM – 5.00 PM (2 hours)

Minimum Number of Participants: 10    Maximum Number of Participants: 30

Workshop Fee: Free

Workshop Summary: This workshop includes teaching teachers effective learning (Science and Social Sciences) teaching techniques for students with learning disabilities. In this context, participants will be involved in adapting a learning outcome in the field of science, adapting the content to students, and implementing teaching techniques and learning strategies appropriate for students' intellectual and learning characteristics. This workshop is an implementation of a previously tested and proven model.

Organizers: Prof. Macid Ayhan MELEKOĞLU, Boğaziçi University - Assist. Prof. Bora GÖRGÜN, İzmir Democracy University

Workshop Date: Saturday, October 11, 2025

Workshop Hours: 10.00 AM – 1.00 PM (3 hours)

Minimum Number of Participants: 10    Maximum Number of Participants: 30

Materials to be Provided to Participants: Within the scope of the workshop, a total of 7 books will be given to the participants in hard copy, including 1 OKA²DEP Practitioner Handbook (169 pages), 1 OKA²DEP Student Book 2 (86 pages), 1 OKA²DEP Teacher Book 2 (230 pages), 1 OKA²DEP Student Book 3 (87 pages), 1 OKA²DEP Teacher Book 3 (230 pages), 1 OKA²DEP Student Book 4 (87 pages), 1 OKA²DEP Teacher Book 4 (232 pages). The materials WILL NOT BE SHARED electronically. Material fee is included in the workshop fee.

Workshop Fee: 6900 TL

Workshop Summary: Reading Fluency and Comprehension Supplemental Education Program (OKA²DEP) is a supplemental education program developed to support the reading fluency and reading comprehension skills of primary school students with specific learning disabilities. As a result of the applications, significant increases were observed in the number of words read correctly in a minute, reading accuracy, and comprehension scores of the students. Parents stated that there was an improvement in their children's reading skills, while teachers stated that the students became more willing to read aloud. It was observed that the gains achieved following the program were maintained one, two, and three months later.

OKA²DEP offers effective and permanent support for students with specific learning disabilities. The OKA²DEP set includes the Practitioner Handbook, as well as Student Books prepared for levels 2, 3, and 4, and Teacher Books for teachers to use at these levels. The OKA²DEP set will be distributed to all participants at the beginning of the workshop. As part of the OKA²DEP Practitioner Training, participants will be introduced to the scientific infrastructure of OKA²DEP and its implementation steps will be explained with sample applications. Participants are also expected to practice OKA²DEP with other participants during the training. Participants who successfully complete the workshop will receive certificates electronically.

Organizers: Prof. Macid Ayhan MELEKOĞLU, Boğaziçi University - Esra AKIN, PhD, Eskişehir Osmangazi University

Workshop Date: Saturday, October 11, 2025

Workshop Hours: 2.00 PM – 5.00 PM (3 hours)

Minimum Number of Participants: 10    Maximum Number of Participants: 30

Materials to be Provided to Participants: Two printed books will be provided to participants as part of the workshop: 1 LOAD Practitioner Handbook (214 pages) and 1 LOAD Student Book (215 pages). These materials will NOT be shared electronically. The material fee is included in the workshop fee.

Workshop Fee: 6900 TL

Workshop Summary: The Fluency and Reading Comprehension Support Education Program (LOAD) for High School Students is a support education program developed to support the reading fluency and reading comprehension skills of high school students with specific learning disabilities. As a result of the applications, significant increases were observed in the number of words read correctly in one minute, the percentage of correct reading, and the reading comprehension scores of the students. It was observed that the gains obtained following the program were maintained one, two, and three months later. LOAD is a support education program that includes science-based practices for students with specific learning disabilities.

LOAD consists of an practitioner handbook and a student handbook. Both handbooks include narrative texts prepared at implementation levels 1, 2, and 3 appropriate to the developmental levels of high school students. The practitioner handbook describes the implementation steps of the program in detail. The LOAD set will be distributed to all participants at the beginning of the workshop. In the first session of the LOAD training, the steps and strategies in the practitioner handbook will be explained. Additionally, the LOAD application steps will be demonstrated in practice. Participants are expected to practice the LOAD application with other participants during the training. Participants who successfully complete the workshop will receive certificates electronically.

Organizer: Tuna ŞAHSUVAROĞLU, Specialist Psycho. Counselor & Couple and Family Therapist, Marmara University

Workshop Date: Saturday, October 11, 2025

Workshop Hours: 10.30 AM – 12.00 PM (1.5 hours)

Minimum Number of Participants: 15    Maximum Number of Participants: 30

Materials to be Provided for Participants: No materials will be provided for the workshop. Participants are expected to bring paper and pencil, or their own technological devices to take notes.

Workshop Fee: Free

Workshop Summary: This workshop aims to provide teachers and educators with an in-depth understanding of the concept of neurodiversity and its relationship with specific learning disabilities (SLD). Neurodiversity views learning differences not as a "deficit," "disability," "handicap," or "disorder," but as the diversity in individuals' ways of processing and learning information. Within this framework, the implications of specific learning disabilities such as dyslexia, dyscalculia, dysgraphia, and attention-deficit/hyperactivity disorder (ADHD) within educational settings will be discussed, and the needs of students for their academic, social, and emotional development will be addressed. The workshop will provide concrete recommendations for teachers and educators on lesson planning responsive to diverse learning styles, adapting instructional materials to the needs of students with specific learning disabilities, and developing individualized support strategies. Participants will experience creating inclusive classroom environments through case-based practices and will have the opportunity to learn how to utilize multisensory teaching techniques, structured learning methods, and technology-supported tools for students who struggle with reading, writing, and math skills. Particular attention will be focused on what teachers should consider when working with students with specific learning disabilities in the classroom, as well as ways to identify students' strengths and integrate these into the learning process. Additionally, the importance of family-teacher collaboration, positive feedback, and motivational methods will be emphasized. The workshop aims to enrich participants' pedagogical approaches when working with students with specific learning disabilities and to build an inclusive and neurodiversity-sensitive educational environment.

Organizers: Assist. Prof. Özlem ASLAN BAĞCI, Sakarya University - Master's Student/Teacher İsmail Erkin KÖSE, Dokuz Eylül University

Workshop Date: Saturday, October 11, 2025

Workshop Hours: 2.00 PM – 4.00 PM (2 hours)

Minimum Number of Participants: 10    Maximum Number of Participants: 50

Materials to be Provided to Participants: This workshop does not aim to share materials with participants.

Workshop Fee: Free

Workshop Summary: The purpose of this workshop is to present the knowledge, skills, and methods for developing early literacy skills in preschool children, both typical and those with developmental disabilities or at-risk children, and to implement applications accordingly. The applications to be conducted will primarily focus on conceptual, definitional, etc. information will be conveyed in the light of current research. Information will be given about the methods used to support early literacy skills, and studies will be conducted on how these methods can be applied (e.g., interactive book reading). In the studies, it is planned to hold discussions on supporting early literacy in different types of special needs as well as typically developing children, and to address strategies especially for children with specific learning disabilities in practice. Participants who register for the workshop are expected to be ready in the hall on the workshop day and time. It is thought that participants who attend the workshop will gain the following outcomes.

Participants;

1. Will be able to explain the concept and components of early literacy (phonological awareness, vocabulary, narrative skills, print awareness, etc.).

2. Will be able to discuss the importance of early literacy in typically developing children and children with special needs.

3. Will be able to apply evidence-based strategies (e.g., play-based activities, multisensory methods, book reading techniques) to support early literacy skills.

4. Will be able to design and evaluate appropriate materials that can be used in the early literacy process.

5. Will be able to adapt teaching activities that support early literacy according to different developmental characteristics.

6. Will be able to understand the role of family participation and home early literacy environment in the development of early literacy skills and will be able to discuss collaboration methods with families.

7. Will be able to recognize basic measurement tools for monitoring and evaluating early literacy skills.

Organizers: Assoc. Prof. Halime Miray SÜMER DODUR, Çankırı Karatekin University - Havva Beyza KAÇIRAN, MA, Çankırı Karatekin University

Workshop Date: Saturday, October 11, 2025

Workshop Hours: 10.00 AM – 11.00 AM (1 hour)

Minimum Number of Participants: 5    Maximum Number of Participants: 10

Materials to be Provided to Participants: Printed materials will be provided. No additional fee will be charged.

Workshop Fee: Free

Workshop Summary: The purpose of this workshop is to introduce the Cognitive Intervention Program developed within the scope of the TÜBİTAK 1001 project, to share the scientific findings obtained during the project, and to discuss the effectiveness of this program in supporting the literacy skills of primary school students with specific learning disabilities (SLD). The workshop is designed for teachers, academics, graduate students, and experts working in the field of special education. Participants will gain both theoretical knowledge and practical skills, gaining practical experience that they can carry into their professional fields.

The workshop will be conducted in interactive and practical sessions:

1. Theoretical Session – Scientific basis of the project, the relationship between SLD and cognitive skills.

2. Program Introduction – The objectives, content structure, and implementation steps of the Cognitive Intervention Program.

3. Workshops – Participants develop materials in small groups and work on case examples.

4. Sharing and Evaluation – Discussion of participant experiences, process evaluation.

Organizer: Assist. Prof. Fatma AKFIRAT, Yeditepe University

Workshop Date: Saturday, October 11, 2025

Workshop Hours: 10.00 AM – 1.00 PM (3 hours)

Minimum Number of Participants: 14    Maximum Number of Participants: 24

Materials to be Provided to Participants: Participants may bring their own A4 papers, crayons, a small ball, a balloon.

Workshop Fee: 250 TL

Workshop Summary: Although the concepts of executive functions and self-regulation are studied separately, they are related. Executive functions provide the cognitive infrastructure that makes self-regulation possible. Self-regulation and executive functions are implemented in the real world. They are complementary processes. Individuals with learning disabilities experience difficulties with executive functions and self-regulation.

In this workshop, participants will;

* Understand the relationship between executive functions and self-regulation,

* Realize their effects on behavior and social development,

* Experience activities that aim to develop these processes.

Organizers: Assist. Prof. Meral MELEKOĞLU, Eskişehir Osmangazi University - Assist. Prof. Zerrin BÖLÜKBAŞI MACİT, Eskişehir Osmangazi University

Workshop Date: Sunday, October 12, 2025

Workshop Hours: 9.00 AM – 4.00 PM (6 sessions)

Participant Target Audience: This workshop is intended for Psychological Counselors/Guidance Teachers, Psychologists, Family Counselors, and Clinical Psychologists.

Minimum Number of Participants: 5    Maximum Number of Participants: 20

Materials to be Provided to Participants: A special printed material file will be provided for each participant during the workshop. The material fee is included in the workshop fee.

Workshop Fee: 5300 TL

Workshop Summary: Problem behaviors are behaviors that are not approved by society and are observed in different environments, times, and situations that negatively affect the quality of life of the individual or those around them. Problem behaviors often start at a young age, and without early intervention, these behaviors can intensify and change dimensions and continue into later ages. Problem behaviors are grouped as "externalizing, internalizing, egocentric, and antisocial behaviors." Behaviors such as a six-year-old child throwing toys, pushing a friend, and yelling are considered externalizing behaviors, while a 10-year-old child damaging objects at school or in the surrounding area, swearing, and being absent are considered externalizing behaviors.

Teachers and parents in schools and at home try to cope with children's problem behaviors, but the intervention strategies applied do not produce permanent solutions. Traditional intervention strategies, in particular, are inadequate in intervening in the problem behaviors of new generation children. Therefore, scientists have emphasized the need for effective evidence-based practices in intervening in problem behaviors, especially since the 1990s. While there are limited evidence-based interventions in the literature on intervening in problem behaviors, in recent years, particularly with the "Positive Behavioral Interventions and Support Approach (PBIS)," very positive results have been obtained. In line with this information, the purpose of this workshop is to provide a holistic home-based intervention and counseling process for parents of children with or without diagnosed children in different age groups regarding the problem situations exhibited by their children in the home environment. The aim of the workshop is to inform the participants about “Positive Behavioral Interventions and Support (PBIS). PBIS (Horner & Sugai, 2000) is a set of evidence-based practices aimed at preventing, reducing, and eliminating problem behaviors; and aims to increase the child's quality of life by creating positive learning environments for the child. The basic components of this approach include the variables of “system, application, data, and outcome,” and there are certain basic application steps (Stormont, Lewis, & Beckner, 2005).

Within the scope of the workshop; (1) Ice Breaking activity (b) counseling needs of parents of children with or without a diagnosis, (2) sharing general information about PBIS, (3) PBIS implementation strategies, (4) first-stage intervention strategies, (5) second- and third-stage intervention strategies, (6) sharing implementation and sample counseling session plans, and (7) developing a sample intervention process based on PBIS with the participants.

Organizers: Prof. Macid Ayhan MELEKOĞLU, Boğaziçi University - Prof. Orhan ÇAKIROĞLU, Trabzon University

Workshop Date: Sunday, October 12, 2025

Workshop Hours: 10.00 AM – 1.00 PM (3 hours)

Minimum Number of Participants: 10    Maximum Number of Participants: 50

Materials to be Provided to Participants: Within the scope of the workshop, the following will be given to the participants in the SOBAT-II Material Box: 1 SOBAT-II Practitioner Handbook, 1 SOBAT-II Reading Book, 4 color print Practitioner Forms (2 form A, 2 form B), 2 black and white print Practitioner Forms (1 form A, 1 form B), 1 stopwatch, 1 pencil, 1 pencil sharpener, 1 eraser. After the workshop is completed, the following digital materials will be sent to all participants via e-mail: PDF files of the Practitioner Forms, An access link to a sample application video, A sample report draft. The material fee is included in the workshop fee.

Workshop Fee: 6500 TL

Workshop Summary: The aim of the workshop is to provide theoretical and practical information about the Oral Reading Skills and Reading Comprehension Test – II (SOBAT-II) which is used to assess the reading fluency and reading comprehension skills of children between the ages of 7 and 14 who are diagnosed with specific learning disabilities/dyslexia or who have difficulties in reading skills. Participants will learn the administration processes of the test and will ensure the correct and effective use of SOBAT-II.

SOBAT-II was developed as a oral reading and reading comprehension test consisting of two equivalent forms. Each form of the test consists of 13 texts and 5 multiple choice questions related to these texts. The texts used are original, narrative, and informative content prepared in accordance with Turkish culture and education system. The test is designed to provide gradual progression based on children's performance.

This test allows to determine children 's reading rate, reading accuracy, reading fluency, and reading comprehension skills. Standard scores can be calculated to assess children's reading levels based on grade and age.

SOBAT-II training encompasses both theoretical knowledge and practical application of the test. The training aims to equip participants with the knowledge and skills necessary to administer the test effectively and accurately.

SOBAT-II development process and theoretical background

Introduction and use of test materials

Audio recordings, time and error recording techniques

SOBAT-II scoring practices

Calculation of standard scores, age, and grade equivalents

Sample practice assignment and feedback processes.

Organizers: Prof. Macid Ayhan MELEKOĞLU, Boğaziçi University - Prof. Orhan ÇAKIROĞLU, Trabzon University

Workshop Date: Sunday, October 12, 2025

Workshop Hours: 1.00 PM – 4.00 PM (3 hours)

Minimum Number of Participants: 10    Maximum Number of Participants: 50

Materials to be Provided to Participants: 1 DEM-OKU Practitioner Handbook, 1 DEM-OKU Application Texts Student Book, 1 DEM-OKU Application Texts Teacher Book, 1 DEM-OKU Assessment Texts Student Book, and 1 DEM-OKU Assessment Texts Teacher Book in a DEM-OKU bag. Materials will NOT be shared electronically. The material fee is included in the workshop fee.

Workshop Fee: 6500 TL

Workshop Summary: DEM-OKU Practitioner Training is a scientific evidence-based multi-step intervention program that aims to improve the reading fluency and reading comprehension skills of children diagnosed with specific learning disabilities/dyslexia or at risk of dyslexia. The training aims to introduce the content of the program to participants, teach them the application processes, and develop applied strategies.

Within the scope of the training, participants are taught:

The DEM-OKU development process and introduction of the materials (theoretical knowledge)

A model of the application steps and sample applications (practical training)

Strategies that can be applied before, during, and after reading

Applied methods for developing reading skills from the initial assessment stages

The content and use of student and teacher workbooks

Tools for evaluating children's independent performance.

Within the scope of the Dyslexia Education Interventions – Reading (DEM-OKU) Practitioner Training, performance assessment and strategy instruction are provided to determine the reading skills of children diagnosed with dyslexia or at risk for this. The training includes practical and theoretical information about the intervention program and performance assessment processes. Participants are provided with five sample books to enhance the program's effectiveness.

The shared workbooks include:

a student workbook with DEM-OKU Level 2 texts, reading texts and related reading comprehension questions

a teacher's book with practitioner-monitored versions of the same texts

a student assessment book used to assess children's independent performance and monitor progress

and teacher-monitored versions of the student assessment book.

Furthermore, the DEM-OKU Practitioner Handbook includes detailed explanations of the implementation processes, reproducible samples of the materials, and various implementation methods.

Through this training, participants will acquire both the theoretical knowledge and the practical skills necessary to implement a year-long intervention program with children with dyslexia.

Organizers: Prof. Macid Ayhan MELEKOĞLU, Boğaziçi University - Müslüm YILDIZ, PhD, Ministry of National Education

Workshop Date: Sunday, October 12, 2025

Workshop Hours: 10.00 AM – 1.00 PM (3 hours)

Minimum Number of Participants: 10    Maximum Number of Participants: 30

Materials to be Provided to the Participants: Within the scope of the workshop, a total of 7 books will be given in hard copy to the participants: 1 BEM Program Practitioner Handbook (78 pages), 1 BEM Program Evaluation Booklet (8 pages), 1 BEM-Attention Application Book (102 pages), 1 BEM-Perception Application Book (109 pages), 1 BEM-Memory Application Book (71 pages), 1 BEM-Concept Development Application Book (86 pages), 1 BEM-Problem Solving and Executive Functions Application Book (96 pages). The materials WILL NOT be shared electronically. The material fee is included in the workshop fee.

Workshop Fee: 6900 TL

Workshop Summary: The BEM Program is a scientifically-based, systematic early intervention program that aims to develop the cognitive skills of preschool children who are assessed to be at risk of specific learning disabilities or individuals with different developmental disabilities that exhibit the characteristics of this period. The BEM Program is implemented based on the steps of the direct instruction method, which is one of the evidence-based methods. The BEM Program, which consists of five dimensions: “Attention”, “Perception”, “Memory”, “Concept Development”, “Problem Solving and Executive Functions”, includes a total of 60 activities and books related to these activities. The BEM Program provides the opportunity for frequent repetition of teaching related to the relevant achievements and to ensure control of these achievements with the “continuous cycle (teaching-evaluation-reteaching if necessary-evaluation)” method. The BEM Program also includes a 60-item assessment tool and an implementer handbook that enable the identification of children to be included in the early intervention process and the monitoring of their progress. In order to ensure a healthy implementation process, all implementation steps of the program are detailed item by item.

The general objectives of the BEM Program are as follows:

* To help close the developmental gap between peers by supporting the cognitive development of children who are assessed to be at risk for specific learning disabilities and who are in the preschool period or who exhibit the developmental characteristics of this period,

* To support the transition of children assessed to be at risk for specific learning disabilities to primary school in a more cognitively prepared state,

* To help close the early intervention program gap that emerged following the development of early screening and diagnostic tools,

* To provide practitioners and teachers working in institutions where preschool children attend a scientific and reliable resource that will enable them to provide early intervention to children at risk for specific learning disabilities in their classrooms and support their cognitive development,

* To encourage the development of different early intervention programs in the field of Special Education.

Educators who receive the BEM Program Educator Certificate;

* Will be able to evaluate the cognitive developmental characteristics of their students through the BEM Evaluation Form and monitor their progress during the intervention process,

* Will be able to provide comprehensive cognitive intervention to students who have the characteristics of the 60-72 month developmental range and show cognitive disabilities compared to their peers,

* Will be able to make home assignments through parent education during the BEM Program implementation process,

* Will be able to learn the teaching method, which has a scientific basis in developing students' cognitive skills such as attention, perception, memory, concept development, problem solving and executive functions, in a practical way,

* Will be able to gain an advantage that can strengthen their areas of expertise,

* Will be able to gain the ability to detect children at risk for Specific Learning Disabilities at an early age and create a personalized intervention program.

* Will be able to get the opportunity to receive education that can be preferred for their careers, as well as acquire the skills to manage the early intervention process within the planning, implementation and evaluation cycle,

* Will be able to have a strong and unique certificate that can be included in their CV.

Organizer: Res. Assist. Dr. Mehmet İNCE, Bolu Abant İzzet Baysal University

Workshop Date: Sunday, October 12, 2025

Workshop Hours: 1.00 PM – 3.30 PM (2.5 hours)

Minimum Number of Participants: 20    Maximum Number of Participants: 30

Materials Provided to Participants: Materials will be provided electronically for the workshop, and no additional fee will be charged. Participants will be provided with books and rubrics prepared for these books to use in assessing narrative skills.

Workshop Fee: 1000 TL

Workshop Summary: This workshop aims to explain in detail the use of narrative skills in the holistic assessment of the language development of children at risk for developmental difficulties (especially those at risk for learning disabilities). To this end, the focus will be on how to analyze and interpret stories created or re-told by children as a language assessment tool.

By the end of this workshop, each participant will have learned how to effectively collect natural language samples from a child, the role of narratives in language assessment, and the micro- and macrostructures used in the analysis of these stories (from sentence complexity to story structure). The workshop will provide practical skills on how to transform collected stories into concrete data, the meaning of the obtained scores, and how to interpret children's language development in light of this data.

The first session of this two-stage program will address the theoretical foundation of narratives and data collection strategies. The second session will reinforce theoretical knowledge through examples and practice. An interactive learning environment is expected where participants will share their own experiences and be actively involved in the analysis processes.

Participants are expected to gain the following skills at the end of the workshop:

* Collecting natural language samples and obtaining narrative data.

* Understanding the place and importance of narrative skills in language development.

* Being able to analyze story narratives at micro and macro levels.

* Making inferences about the child's language profile by interpreting the analysis results.

* Using narrative effectively as an assessment tool.

Organizers: Ekrem Çalgın - Volkan Karakuş

Workshop Date: Saturday, October 11, 2025

Workshop Hours: 11.00 AM – 12.30 PM (1.5 hours)

Minimum Number of Participants: 10    Maximum Number of Participants: 20

Workshop Fee: Free

Workshop Summary: A simulation where you will have the opportunity to experience the academic and daily experiences of individuals with dyslexia. This workshop will provide a different perspective on individuals with dyslexia and allow us to see the problems they experience not only in school but also in daily life.