Autism is a pervasive developmental disorder that is seen more and more in the society and it significantly affects the lives of not only those who have autism but also their families and close ones. There is no known cure for autism, the most effective treatment is education. The choice between the several approaches regarding the education of autistic children is shaped according to education choices, children&rsquo / s age, the severity of symptoms and children&rsquo / s intellectual capabilities. The thesis focuses on the architectural design of special education schools among other education opportunities. The aim is to draw architectural guidelines for the design of a special school for children who are diagnosed with autism and who require special education support. These architectural guidelines are hoped to aid architects who will work with similar architectural programs in the future. The study concludes with an appraisal of the design of Private ilgi Special Education School, realized by the author of this thesis and architect Kadri AtabaS. In the light of information gathered during the study, the preliminary design is evaluated. Suggestions are offered concerning the architectural design, in the subjects of program elements, natural lighting, layout of education and circulation spaces, acoustics and color scheme.

The purpose of the study is to investigate 8th grade Turkish students&rsquo / perceptions towards civic concepts and issues like good citizenship, government responsibilities and women&rsquo / s political and social rights and to determine the factors affecting their intentions to participate in electoral, political and civic activities. In order to achieve this aim, a nation-wide survey was conducted with a sample of 2497 students from 60 schools in 21 provinces. The questionnaire developed by International Association for the Evaluation of Educational Achievement (IEA) on civic education was adapted and used as the data collection instrument. The data obtained from the sample were analyzed through both descriptive (mean, frequencies and percentages) and inferential statistics (ANOVA, Hierarchical Multiple Regression). The results revealed that students value both conventional and social movement citizenship activities to be a good citizen. However, although they plan to participate in electoral and civic activities, more than half of them do not plan to participate in political activities such as joining a party, being a candidate for a local office. Moreover, it was found that the variances in students&rsquo / intentions to participate in electoral, political and civic activities were explained by students&rsquo / background characteristics, their media consumption habits, their discussion practices and discussion environment in classrooms, curricular and extracurricular experiences and finally by their perceptions of good citizenship and participation in school. Findings were discussed around relevant literature both in Turkey and abroad.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 85-99). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 117-119). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 96-102). Also available on the Internet.

Thesis (Ph. D.)--Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 117-119). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 96-102). Also available on the Internet.

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 116-119).

Thesis (M.A.)--York University, 2001. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 76-83). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ67728.