Journal of Child Development, Exceptionality and Education

The relationship between physical activity, sport, and social health in individuals with autism spectrum disorder

Turan Başkonuş — 2025-09-09

This study aims to examine the effects of physical activity and sport on social health in individuals with autism spectrum disorder (ASD). For this purpose, a comprehensive literature review was conducted using the databases Web of Science and Google Scholar with the keywords “autism spectrum disorder,” “physical activity,” “sport,” and “social health.” As a result of this review, it was found that ASD is a neurodevelopmental disorder characterized by deficits in social communication and the presence of restricted and repetitive behavioral patterns..Social health, on the other hand, refers to the quality of an individual’s interactions with society, their competence in fulfilling social roles, and their sense of belonging. The literature suggests that individuals with ASD often experience limited social interactions, resulting in weaker social health; however, physical activity and sport have been emphasized for their potential to enhance social skills in this population. Within this context, the study provides an in-depth evaluation of the effects of physical activity and sport programs on the social health components of individuals with ASD. The findings demonstrate that participation in physical activity and sport contributes positively to increasing social interaction, fostering a sense of belonging, learning social norms, and supporting self-confidence. Team sports, in particular, promote the development of empathy, sharing, and responsibility-taking skills, thereby improving social health levels. Moreover, the beneficial effects of physical activity in reducing stress, supporting emotional regulation, and facilitating social adaptation are also highlighted. These findings underscore the significance of holistic, social health–oriented approaches for individuals with ASD and indicate the need for further practice-oriented research in this field.

My early years: Towards becoming a researcher and counselor of gifted children and their families

Hanna David — 2025-11-21

This case study describes the family background, early and later childhood, and the period up to the age of 18 of a counselor and researcher of giftedness. The reader is invited to walk with the author through her multi-cultural and multi-lingual background and is exposed to her path towards her professional and personal goal and call. This case study illustrates the impact of being open to diverse ways of life, encompassing various countries, cultures, and three generations of family members and non-family members, primarily educators. The reader learns how a combined knowledge of literature, science, and human relations and connections serves as milestones to build a future as a researcher and counselor of the gifted. The writer describes in detail her Israeli ultra-orthodox background, in a Holocaust survivor's family, her special relationship with her grandmother and her older brother; the adults who helped her build her emotional spine in addition to her large base of general and linguistic knowledge, and her persistence despite many difficulties. She also gives us a glimpse of her family and work experiences since her early teens, which led her to become an expert on giftedness. This work demonstrates how strong personality and willpower, in addition to curiosity and intelligence, can help materialize one's talent and how it is possible to successfully combine various abilities and skills across multiple scientific and creative areas into a cohesive whole, shaping a professional who can not only understand gifted children but also help them.

Teachers’ and parents’ perspectives on sexuality education for children with intellectual disabilities

Kornelia Erista Setiyanti — 2025-11-21

This study was designed to quantitatively measure these three dimensions among 175 participants comprising parents and school-related professionals, including teachers, therapists, and caregivers working in care homes. Data was collected through structured questionnaires that assessed factual understanding, attitudinal orientations, and self-reported behavioral practices concerning sexuality education. The results indicated that while participants generally possessed adequate knowledge of sexuality education, negative or hesitant attitudes often constrained its effective implementation. These attitudes may stem from cultural taboos, personal discomfort, or lack of training in addressing sensitive issues with children who have intellectual disabilities. Nevertheless, the behavioral scores were relatively high, demonstrating that participants did make efforts to engage in sexual education, though they frequently encountered difficulties such as insufficient resources, challenges in simplifying abstract concepts, and uncertainties in applying appropriate teaching methods. Furthermore, the analysis revealed significant differences among participant groups in terms of knowledge and attitudes, suggesting variations in how different stakeholders perceive and approach sexuality education. However, no significant differences were observed in behavioral practices, indicating a shared commitment to implementation despite underlying disparities in knowledge and attitudes. These findings underscore the importance of addressing not only the informational aspect of sexual education but also the attitudinal and practical barriers faced by educators and caregivers. Strengthening training opportunities, enhancing access to resources, and fostering more open discussions about sexuality education could help ensure that children with intellectual disabilities receive consistent and effective support, thereby reducing their vulnerability and promoting healthier development.

Turkish language education in Kosovo, inclusive education policies, and challenges encountered in the educational system

Ayda Çesko — 2025-12-12

This study examines the historical development of Turkish language education in Kosovo within a chronological framework extending from the Ottoman period to the present and relates it to the inclusive education policies implemented after 2008. The purpose of the research is twofold: to reveal the role of the Turkish language in preserving cultural identity in Kosovo, and to evaluate the implementation of the principles of equality and inclusion in education within a multilingual and multicultural society. The study employs a descriptive methodology based on historical, sociological, and pedagogical data. The findings indicate that Turkish language education, which was rooted in the Ottoman period through madrasahs and sıbyan schools, gained an institutional character during the Yugoslav era; however, it experienced various interruptions due to political fluctuations, migration, and wars. The recognition of Turkish as an official language in 1951 marked a significant milestone for the Turkish community in Kosovo. Following Kosovo’s independence in 2008, Turkish language education was redefined within the framework of multicultural education, with the Department of Turkish Language and Literature at the University of Prishtina and the Turkish Language Classroom Teaching Program at the Faculty of Education in Prizren emerging as academic centers in this process. Nevertheless, shortages of teaching staff, insufficient instructional materials, and infrastructural challenges continue to limit the sustainability of Turkish language education. From the perspective of inclusive education policies, the reforms carried out by the Kosovo Ministry of Education, Science and Technology (MEST) have supported the educational access of individuals with special needs and minority communities; however, the expected outcomes have not been fully achieved due to teacher shortages and a lack of societal awareness in practice.

Conceptualizing twice-exceptionality from a neuroadaptive perspective: Cognitive Resonance Model (CRM)

Hasan Said Tortop — 2025-12-30

The concept of twice-exceptionality (2e) has generally been defined in the literature as the coexistence of giftedness and disability (such as learning difficulties, attention deficits, emotional intensity, etc.), and has often been explained through the tension between these two opposing conditions. However, this traditional approach remains insufficient for understanding the educational and developmental dimensions of 2e individuals. In particular, addressing twice-exceptionality primarily through a diagnostic-oriented framework may fail to fully capture the complex challenges experienced by these individuals. The Cognitive Resonance Model (CRM) is a neurocognitive framework developed to enable a more comprehensive understanding of the 2e phenomenon. CRM proposes that the cognitive tension existing between giftedness and disability undergoes a neuroadaptive transformation through adaptive tension. This process allows individuals to redirect challenges toward their strengths, facilitating the attainment of a state of cognitive resonance. Within the model, key concepts such as the short circuit loop are emphasized, helping individuals establish a balance between their challenges and strengths. This article explains the core concepts of CRM, supported by the theories of Dabrowski and Festinger, including Cognitive Focus Domain, Cognitive Dissonance Zone, Short Circuit Loop, Flow and Neuroadaptation, and Cognitive Integration. The paper also addresses critical issues such as the functioning of the model in the absence of disability in 2e, the model’s search for new terminology specific to twice-exceptionality, and the reinterpretation of giftedness within the CRM framework. The CRM represents a paradigm distinct from classical approaches in the educational and developmental support of twice-exceptional individuals. Unlike traditional diagnostic-centered models, CRM acknowledges the simultaneous presence of both challenges and strengths, explaining this dynamic through processes such as cognitive energy, neuroadaptation, and identity integration. In conclusion, CRM offers a holistic approach that enables 2e individuals to realize their potential more effectively and provides a theoretical foundation for future educational interventions.