Sharing European Knowledge on Autism (SEKA): Training Programs

for Parents2015 1 TR01 KA204 022656‐ ‐ ‐ ‐

15/11/2015 - 14/11/2017

FAMILY INFORMATION GUIDANCE 2017

 

Editors

Dr.Nedim ÖZDEMİRŞadan ÖZCAN

Muhittin AKKÖPRÜAhmet ÜNLÜ

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ISBN: 978-975-11-4292-4

Bu yayın Altındağ Rehberlik ve Araştırma Merkezi Müdürlüğü tarafından “Otizm Üzerine Avrupa Bilgi Paylaşımı: Ebeveynler İçin Eğitim Programı” Projesi kapsamında 2017 yılında basılmıştır. Tüm yayın hakları Altındağ Rehberlik ve Araştırma Merkezi Müdürlüğü’ne aittir, ücretli satılamaz.

Writers

Yasemin ÖNCÜFatma BERBERCANHalil İbrahim SERİNMüge KEPENEK

Press

Poyraz Ofset

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INCLUSION AS SUPPORTIVE TRAINING PRACTICE COURSE OF SUPPORT EDUCATIONAL APPLICATION

Supportive training room is training environment, which is established with special tools and equipments and training materials for the students with special education needs, who continue education with normal peers in order to facilitate them to receive top level education.

The students, who will benefit from supportive training class and the lessons they take are determined in the beginning of term by Guidance and Counselling Services Commision in line with suggestions of Individualized Education Program development Unit. But, this planning might be rivised within education year when necessary.

In lne with needs of each student with special education thsi training shall be provided.

The supportive education services, which would be given supportive education class, shall be given in training hours of school or institution.

The weeklly Schedule shall be planned at most 40 % of total hours of education.

SPECIAL EDUCATION CLASSSpecial education classes are the ones those are opened for

the children with specila education needs in public and private institutions. The maximum number of the students within these clssses for the students may be 4 (four).

Primary school diploma shall be given to the students, who finish special education classes, if they follow primary school curriculum. Special education Practice Center Diploma shall be

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given to the students who continue special education classes rather than regular primary school program.

In these schools and organizations, two types of special education classess shall be established on the basis of the applied training program.

The Special Education Classes Applying the Program of the Schools they Belong Special Education Classess shall be opened forthe students within school age, who are able to follow primary school or middle school programs. .The Special education Classes, which Apply Different Program from the Schools they Belong

The Special Education Classess shall be opened for the students within school age, who are not able to follow primary school or middle school programs.

SPECIAL EDUCATION PRACTICE CENTER Special Education Practice Center: These are the centers

opened for the children between 3-15 with ASD and who may not benfit from inclusion classes due to their individual differences in order to develop their independent living skills (Instruction for Autistic Children Training Centers, 2004).

SPECIAL EDUCATION VOCATIONAL TRAINING CENTERS

Special Education Vocational Training Centers; These are the centers opened for the individuals, who are primary school graduates below 23 ageand unable to comtinue their general and vocational middle schools, in order to provide vocational skills and knowledge.

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Special Educational Vocational Training Centers (Schools) receive Training Certificate. This Certificate does not help for enduring Higher Education.However; it helps the graduates to benefit from same financial rights as graduates of middle school. (Regulation on Special Education Services, 2012).

VOCATIONAL PRACTICE CENTERSVocational Practice Centers; These are the centers

opened for the individuals, who are primary school graduates below 23 age and unable to comtinue their general and vocational middle schools in order to develop their basic living skills, ensure adaptation in society and to provide skills for work.

Vocational practice center certificate shall be provided to individuals, who finish vocational practice centers (schools). However this certificate is not equal to the certificate given by vocational training centers. The individuals, who finish Private Vocational Training PracticeCenter, may be directed to life long learning programs or jobs.” (Regulation on Special Education Services, 2006

DOMESTIC TRAININGDomestic training is the education provided in houses for

the individuals, who may not benefit from primary, middle or high schools with written proof. The students, who prove their situation that they may not receive education in school directly, may benefit from these services.

The parents of the individual must apply to their regional Center of Guidance and research in order to receive domestic training service.

In line with the decision taken by Provincial/District Board of Special education services that is based onthe educational assessment and determination made by the board of special education within GRCs.

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(Ministry of National Education, Instruction on Domestic Training Services).

TRANSITION PROCESS

Transition process, is the total of strategies and methods those are planned an used in order to ensure adaptation and proper placement of the child from one program to another.

All children in our country are faced with a decision stage with essential importance in terms of deciding upon their vocational and educational expectations when they pass through primary school to median school or in their first years within vocational high schools.When the Transition Plan is Made?

Transition plan öay be done in ay stage of school life. There are horizontal as well as vertical transitions.

What families must do?• They must regularly monitör and observe mental, sensory, physical and social development of their children. • They must communicate with relevant people and institutions. • They must prepare a folder including information and documents related with their child and must share this folder with the team of preparing and monitoring transition plan when necessary. • They must visit the institutions they would attend. They must get information the capacity of these institutions. They must sharethis information with team of transition when necessary.

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INDIVIDUALIZED TRAINING PROGRAM

Individualized training program is a special education program that was prepared in line with development qualities, educational performance, and needs of them; including supportive services to these people.

The individuals with special education needs may differ according to learning and behavioral qualities. In order to make them efficiently benefit from education and training process depends upon arrangement of education process according to their personal qualities. In realizing these arrangements Individualized Training programs, which are prepared according to needs and performance of students.

Individualized Education Pprograms are prepared by cooperation of Special Education Evaluation committee and IEP preparation units. (Regulation on Special Education Services, 2012).

THE BENEFITS OF IEP ARE AS FOLLOWS

• Ensures equity in education. • Prepares student for an independent life.• Develops responsibility of student.• Develops self esteem of the student. • Plays a role as a plan or guide for teacher. • Plays a role as a practical and monitoring tool for teachers to determine progress of student in line with the objectives. • Helps teacher to develop alternative practices by sharing knowledge with outer experts and supporting people.• Develops awareness among the people, who are responsible for teaching, in terms of the fact that the student is able to learn despite individual differences. • Plays a role as a communication tool between family and school

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• Provides equal say for the teachers, who are responsible for education of families and students, in terms of what can be done in recovering the needs of the child. • Provides input in solving disputes between family and the

school. • Helps families that they do not feel alone. • Puts responsibility upon the families.

HOW PARENTS MIGHT SUPPORT THEIR CHILDREN WITH AUTISM SPECTRUM DISORDER WITHIN THEIR

SCHOOLS

An effective training must be provided to children with Autism Spectrum Disorder. This training requires a special gear.

The training must start as early as possible and must be planned and conducted systematically in an interdisciplinary manner.The training must be planned as it must focused on the needs of parents, be equipped in most developed way by considering accessibility of all facilities.

Some of the obstacles against learning skills of children with Autism Spectrum in their schools are as follows: (program, material, environment, method) :

Limited attention and eye contact, Weakness in imitation skills, limited learning capacity of

new skills by observation of others, Developing only personal interest based relationships:

Some certain individuals with Autism Spectrum Disorder may only interact on the basis of certain interests with certain people; for example about the subjects, which they pave interest rather than other subjects,

Limited inner group interaction,

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No reaction about existence or behaviours of others no eye contact, no glance at calling person, not showing that they listen through gestures and mimics.,

Prepration of Individualized Education Plan regarding educational performance of the students or not,

Inability to make necessary arrangements in education and training environment according to individual qualities of the student.,

Development of IEP in schools, Inability of ensuring active participation of IEP

Development Unit members.

Some Solutions Regarding Problems of Children in Either Schools and Houses

It is necessary to determine performance of the students by considering individual qualities, and that the experts must prepare and apply programs of students, with necessary materials in appropriate education spaces after determination of objectives.

The child must focus in order to understand what is said. The period of attention must be prolonged by eye contact in short practices.

Attention works must be applied as gradually prolonging the duration in line with interests and skills of the child in every subject.

The skills with priority must be determined by asking opinion of the families.

Several environmental arrangements must be made by considering the needs of the children. For example for the students, who has problems in focusing the classroom must be cleaned of unnecessary objects, which may distract attention. Since many ASD children may easily

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grasp visual stimulus and hence learn easily visual stimulus may be used in learning environment.

Daily routines, transitions between these routines and new routines must be explained visual graphs and activitiy graphs as much as possible.

Importance must be given to sustainability and generalization of learned skills.

Positive outcomes cann not be received if existing behavioral problems are not reduced or eliminated.Therefore a proper behavioral change program must be applied.

Majority of improper behaviors may rise because necessary arrangements and planning is not made. Therefore the teachers must inner class rules, daily routines and these routines must be thought to students, activity transition plans must be prepared by considering these transitions.

In order to ensure imitation skills, these skills must be well analysed and must be thought through proper education method.

Real environment is needed in order to gain some daily living skills.It is not possible to gain these skills through unreal tools. For example; toilet training must be made in WC, eating skills must be thought in the kitchen, washing hands and face or usage of toilet paper must be thought in washroom. The closets must be in an accessible height, the toilet paper must be accessible. The chairs and tables must be appropriate for children. The sink must be arranged for the height of the child. If it is not, a step may be put to make it closer to child’s height. Besides, there must be shelves near to sink, where the child may leave toothbrush or tooth paste.

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Prover clues must be used and they must be reduced throughout education. Minimization of these clues is important to ensure independence of the children.

Appropriate reinforces must be selected, and presented in line with a certain process and they must be gradually reducedto prevent reinforce dependency.

The fields in which the children are supported must be directed to primarily increase social interaction. Besides these, the behaviors those limit learning and joining activities must be focused.

The programs, which are prepared for children, must also include factors to elevate interaction with the adults (teachers and parents). So that, activities, which would support social- cognitive development may be developed besides established training sessions. Similarly, these practices must involve similar purposes to enhance interaction with their peers. The parents shall be consulted in etrms of the decisions linked with the education of the child, information must beprovided to them. The training must be monitored and the training must be endured at domestic environment through homeworks. (Diken, H. İ., Bakkaloğlu, H. 2016; Kırcaali İftar, G., 2007)

BEHAVIOR MANAGEMENT OF INDIVIDUALS WITH AUTISM SPECTRUM DISORDER

Problematic behaviors are, which does not fit with norms of habitat in terms of intensity, frequency and duration and prevents learning of self and others and also negatively effects social interaction and communication. (Erbaş, 2002; Sucuoğlu, 2012).

Individuals with Autism Spectrum Disorder (ASD) fall in the risk group in terms of showing problem behaviors due to their communication and social development deficiencies (Horner and

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co., 2002). Different problematic behaviors are observed in many of children with ASD. These problematic behavours cause serios difficulties and tackles learning skills. (Sucuoğlu, 2012).

In order to determine that any behavior is problematic or not, the following questions must be asked:;

1. Does the behavior harm the children and their environment?

2. Does the behavior negatively affect learning of the child and others? 3. Does the behavior cause reveal of other problems or emotional reactions? 4. Does the behavior cause the child to get away from social environment? 5. Does the behavior fit in the norms of habitus of the individual in terms of intensity, frequency and duration? Any problem behavior that answers as “yes” to majority of

the questions shall be determined as behavior with priority. If the majority of the answers are “no” , this problem behavior may be concerned later. However, if this problematic behavior gives harm to the child or his/her environment this behavior must always be in prior importance.

Negative Example“Kerem is so active, he never stops”

Positive Example “Kerem stands up in 10 times during 30 minutes of lunch. He walks in the room, opens and closes the wardrobes and drawer; he sits back to the table and repeats similar behaviors. The purpose of the problematic behavior might be as follows: 1. Receive attention,2. To make an activity that he/she likes,

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3. To escape from the given duties,4. To get sensual stimulus,

CORRECTION OF PROBLEMATIC BEHAVIORS These are the practices, which comes up changing

environmental causes of these behaviors or arrangements about environmental events. In order to reduce appearance possibility of problematic behaviors or to eliminate them (Erbaş and co., 2004; Horner and co., 2002; Minshawi and co., 2014; Turan, and co., 2010).

Reinforced Based PracticesThese are the practices, which are aimed at reducing

problematic behaviors, as to elevate appropriaete behaviors by providing positive stimuslus or eliminating negative stimulus. (Canella and co., 2006; Horner and co., 2002; Minshawi and co., 2014)

1. Reinforcing2. Symbolic Reinforcing3. Contiguity Act

1. Reinforcing, is the effortsfor repeating proper behaviors by giving favorable objects, food, activity or compliment. The objects, which are used in this process, is called as reinforce. Food and beverage reinforces: Chocolate, fruit juice, cake etc. Object reinforces:Pen, toy car, sticker etc.Activity Reinforces:Listening stories, drawing picturesi playing games on PC etc. Social Reinforces: Nice words and moves as hugging,patting or greeting2.Symbolic reinforces:These are the objects, which do not solely have any meaning, that have meaning with other things. For example smiley, star etc.

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Symbolic reinforce concludes giving objects those does not have any meaning in their own such as marks, stars etc and the individual transforms these objects in other meanings. For example; Smiley signs would be given to individual, who raise hands to take the word in the classroom, and at the end of the day these signs would be turned in to award of playing video games. (Coop and co., 2007; Alberto, Troutman, 2009).

3.Contiguity Act:Contiguity act or behavioral actis an official written contract, which states that the child would gain a reinforce if he/she reflects a positive behavior. (Vuran, 2011; Cooper, Heron, Heward 2007).When the congruity act is used the behavior that the child knows but does not frequently conduct and the related reinforce shall be determined. The contract must be clear and easy to understand, the act shall be signed or approved by both the adults and the child and also must be applied in a consistent way. (Yücesoy Özkan, 2013).

Practices to Reduce Problematic Behavior Although the problem behaviors are tried to be prevented

by adopting new behaviors and highlighting positive behaviors some problem behaviors may sometimes arise. In this case different techniques may be used in order to reduce problematic behaviors. (Yücesoy Özkan, 2013). These tehniques shall be applied from the most to the least moderate.

1. Differential Reinforcement2. Redirection3. Punishment4. Cost of Reaction5. Break6. Extreme Correction

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7. Fade Out

Differential Reinforcement; is reinforcement of target behavior while underestimating the behaviors, which are wanted to be reduced or prevented (Sucuoğlu, 2010). For example; no reaction would be taken against a child, who cry for his/her toy. But it is given when he/she makes proper request.Redirection; is stopping the problematic behavior or redirection of individual to positive behavior that is not related with probelematic behavior. (Yücesoy Özkan, 2013; Ahearn and co., 2007; Casella and co., 2011). For example, when the child, tries to tear the activity paper the teacher hold his/her hand and redirects him/her to another activity. When redirection is used, the individual shall be constantly observed and the problematic behavior shall be checked. If it is observed the individual shall be immediately stopped. He/she shall be silently directed to enduring or new behavior. The individual shall reinforce when the requested behavior is conducted. (Yücesoy Özkan, 2013)Punishment; is the deterrent practice, as providing repellent stimulus or withdrawing favourite stimulus just after negative action. There are two types of punishment: First Type Punishment;is eventual reduction of behavior in line with repellent stimulus .The repellant stimulus are high voice, extreme hot weather, cold, over weight. (Özyürek, M, 2016) For example; shouting at the child, who do not tide up his/her room.

In this stage it is a priority that there is a repellent stimulus. For example cares of a child’s hair may be a reinforcer for one child while it can be a repellent for another child.

Second Type Punishment;It is eventual weakness of the behavior as response to stopping reinforcers, which cause continuity.

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For example, prohibition of playing with toys whne the child does not do homework. Cost of Reaction; as pay check, is calling back the reinforcers , those were gained after positive attitudes , after bad conduct. (Cooper, J. and co.., 2007; Alberto and Troutman, 2009; Uysal, A. 2004. For example, preventing child from watching cartoons after bad conduct. Break; distracting the individual from reinforcers or the reinforcing environment after bad conduct to reduce problem behavior.In pause, for a while, the possibility of individual to reach at positive reinforcer would be prevented. (Alberto and Troutman, 2009; Cooper and others, 2007; Fabiano and others, 2004). For example, sending a child to his/her room when he/she hit his/her sibling to take a toy. There might be two different ways of pausing. The first one may not require detaching child from activity area; the second one may require detaching. (Leventhal- Belfer, L. ve Coe, C. (20Extreme Correction; The negative effects resulted by problem behavior would be corrected to problematic individual and the individual would be forced to conduct behaviors, which are direcly linked with that behavior and require efforts. It is applied as repairing extreme correction and extreme correction with positive practice. (Alberto and Troutman, 2009; Cooper and co, 2007; Foxx and Azrin, 1973; Lerman, 2008).For example forcing a child, who spit on the floor, to clean all floor is repairing extreme action, or forcing a child, who slam the door, to shut the door appropriately for many times is extreme correction with positive practice. When extreme correction is used, firstly the problem behavior of the child would be determined and the extreme correction type shall be defined accordingly. The determined extreme action shall be applied just after conduct of problematic behavior. (Yücesoy Özkan, 2013).Fade Out; is preventing problem behavior by detaching the reinforcer that causes improper behavior. (Sucuoğlu, 2010). When

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functional analysis of behavior is made it would be seen that many improper behavior is conducted to receive attention.When fade out is used, in first stages, the improper behavior may increase eor flourish. This prcess is called as fade out blow. The practician shall elaborate this status as a part of the process and the technique shall be endured. For example; when a person curse and if the others laugh as a reaction and the person curses more then as fade out no reaction would be given and the person would be reinforced , when he/she talks properly. Education Based Practices

These are the practices to teach individual positive bhaviors, which may replace with the problem behavior (Erbaş and co., 2004; Horner and co., 2002; Turan and co., 2010).

1. Teaching Functional Communication2. Teaching Social Skills 3. Teaching Self Management

Teaching Functional CommunicationThe majority of problematic behaviors, which the

individuals with ASD, are resulted by limitations in communication skills.These occurring behaviors negatively affect interaction and communication skills of individuals.

Teaching functional communication is a practice to reduce problematic behavior through using positive communicative action. The objective of teaching functional communication is to teach individual, who conduct problem behavior, an alternative and proper communication behavior that would replace the problem behavior. (Carr and Durand, 1985; Chandler and Dahlquist, 2002). In order to ensurethat functional communication is effecetive first of all the function of problematic behavior shall be defined and then the replacing communication behavior (skill) must be thought to the individual. Social Skills Teacher

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Social skills aresocially acceptable and learned behavior, which helps individuals to maintain functional communication and to escape from unacceptable social behaviors (Gresham, 1998; Zirpoli and Melloy, 1997).

While social abilities of individuals with ASD reduce their problem behaviors would increase or if their social capabilities rise, problem behavior reduces. (Machintosh and Dissanayake, 2006; Matson, and co., 2009).

Teaching Self ManagementSelf management is recording the behaviours of self as

deciding them to be pre-defined and to reinforce them after making clear judgement. (Yücesoy Özkan, 2012).

The behavior to be recorded shall be determined in self management. The technique for recording shall be determined. The record form shall be prepared according to the technique and qualities of the individual. The individual is thought to fill the form, and directed to fill the form. The individual shall be reinforced according to the records. (Yücesoy Özkan, 2009; 2012; 2013).

LANGUAGE AND SPEAKING THERAPHY FOR AUTISTIC CHILDREN

Language Training The basis of people’s cognitive and social development is

constituted by communication skills. Language is sphere that develops from the early childhood period for both normal and children with ASD. Language learning is one of the spheres, where problem may arise during developmental or practical era. (Landa, 2007).

Understanding language structures are stated as receiving language skills, and production is stated as expressive language skills. There are limitations for individuals with ASD in terms of

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receiving language skills. For example; there might be problems in one word or two words of instructions (give the glass, hold the pen) or in understanding words and sentences (I am so hungry). Besides these, there may be more intense limitations for the individuals in expressing language skills. There might be delays or extraordinary production qualities of words and sentences in terms of developing speech. Language sphere may be strange for the individuals with ASD. There may be obstacles in using adverbs, using nouns (while talking about oneself saying“Fatma is so thin”), wrong placement or production of subject or verbs. There migt be obstacles in inception of conversations or enduring conversations.

Another point to be learned for individuals with ASD is that there are differences for each person according to level of being affected in terms of size of limitations, age, and general development. (Diken, H.İ., Bakkaloğlu, H., 2016)

Qualifications of Non verbal Social Communication Skills Non verbal social communication skills are basic

incompetency spheres in terms of inception and enduring interaction of child with his/her peer from the beginning of early childhood. (Mundy, Gwaltney and Henderson, 2010). Common attention, imitation and playing skills help to develop social communication skills.

Common Attention; is defined as simultaneous focus on object or a case, which is interacted by the individual and the peer. (Baldwin, 1995).

The major common attention skills are glancing at the calling person, eye contact, pointing out objects, showing objects (Wimpory others. 2000).

İmitation; as being one of the non verbal social communication skills starts to improve form the early childhood like common attention skills. (Ingersoll, 2008).

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Eliminating or minimizing limitations of imitation skills helps incepting and enduring interaction with close environment such as parents, syblings, peers and teachers. (Stone ve ark., 1997)

In terms of types of imitation skills, there amight be problems with motor movements (lifting hands upwards), games with objects (pushing and pulling car toys), gestures (pointing out) and voices (animal voices9 (Rogers and co., 2003; Stone and co., 1997).

The practices about imitation skills shall startwith the movements, which are easy to imitate (lifting hands, turning heads etc.) or to be made through physical aid. Taklit etme becerisini çalışmaya, taklit edilmesi kolay ve gerektiğinde fiziksel yardım

Games;are the skills, which play role in daily routines, social and sensual developments of children. (Smith and Vollstedt, 1985).

It is a skill that plays important role in terms of exploring environment and learning new skills. (Vygotsky, 1986).

Therefore, the game skills are one of the major skills, which must be primarily thought to children with ASD. On the other hand, the children with ASD may learn basic gaming skills as well as many other basic skills. (Hobson, Lee and Hobson, 2009).

The following four aspects must be concerned while gaming skills are instructed: (Rogers and others, 2012). Provide opportunity to play as many objects as possible. In

ordo to ensure this, promotive and interesting tools and activities must be organized.

A game ryhtm must be developed. There must be playing with toys, taking a line, and setting up a main theme among these routines.

There must be several games. New ways to play must be thought to the child and clues must be provided. Primarily, models must be established by using new methods. So that, opportunity to imitate and exercise shall be provided.

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When the attention is lost (materials), the toys and the activity must be left and new games must be started.

When the new skills are thought to children, intense modelling and provision of pointing clues must be provided, while the above mentioned items must be concerned. Eventually, these clues must be erased gradually and full erase must be done finally. It must be reminded that provision of clues is so important as the reinforcement. Situations That Hinder Communication:

The communication efforts might be prevented by the people aroundin various ways.These obstacles may usually be done unconsciously. The parents and the students must primarily recognize these obstacles before putting efforts to escape from them.

1. Environmental obstacles; is not allowing the child to demand anything while putting everything around. For example, always preparing the table in full, to open the favourite program on TV etc.

2. Expectative Obstacles; means having lower expectations than the capacity of the child and not teaching the next step. For example; expecting one word expressions from a child, that might use many words or not promoting usage of two or more words.

3. Verbal obstacles; starting all conversations by holding a constant leadership role, while preventing child from the opportunity to have a say. (Kırcaali- İftar, G., Kurt, O., and Kürkçüoğlu Ü.B; 2014).Preventing Communication Obstacles and Suggestions for Supportimg Communication

In playing environments, we may evaluate communication opportunities at very best by considering certain principles in interacting with individuals in playing, social and educational environments. The experts suggest these principles in this purpose:

1. Preparation of incentive environments: Try toselect or 21

set up environments, which would elevate incentives of the environment. Besides; give the individual the opportunity to choose different objects or activity choices. To stay in the preffered environment would increase communication desire of the child.

2. Creation of Communication Opportunities: Guess what the individual primarily request and prevent access to that object for a while. Allow access when the individual communicates for that object. For example, put soup bowl without spoon and wait for a communication attemptfor the spoon. Give the spoon after the individual attempts (voice, gestures, or words) to communicate.

3. Avoid Asking Unnecessary Questions:Asking too many questions do not contribute in language development. The individual may get bored and give up giving answers. Avoid asking such questions as what isthat? What do you want? What are you doing? Bu ne? Ne istiyorsun? Elaborate asking about only the things you wonder.

4. Comment on the Things That the Individual Does:Coment on what you observe about what the individual does. In other words, try to guess and talk about what the individual thinks about. For example, - I gues our baby is hungry (While the individual tries to feed

the baby).- Daaat daaat (While the individual plays with a car).- Shall we sightsee for a while? Let’s walk around. (While the

child walks in a park).5. Waiting and Pointing Out: Express that you expect an

answer when you chat with the individual through gestures and mimics. Wait until the answer. Do not talk until you get sure about no answer.

6. Using Exaggarated Gestures Mimics and Voice Tone: Use voice changes, mimics and body language when you talk. There might be two benefits of it:

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1. Increasing possibility for the individual to understand what is said. 2. To take interest of the child.

7. Being a Model:Be a model rather than correcting faults of the child. For example; - ‘Rabt’- No, rabbit. Let’s say rab-bit.

In the example when you correct the failure the conversation would be cut. Alternatively you may act like the following:- ‘Rabt’- Yes, rabbit.

8. Short and Clear expression: You shall simplify your speech in line with language development level of the individual. For example; if the person is at one word level triesto set up sentences with two words. Besides, when you pass from a slow sentence to another you might give breaks.

9. Giving Awards in Joining Conversations: Absolutely rewardall verbal or non-verbal communication attempts of the child. Possible awards can be smiling, tapping head, saying you are right etc.

10. Establishing Eye Contact: Try to set up eye contact with the child in communication. But, you must avoid insisting and disturbing the child. Reward thechild by accepting instant eye contacts.

11. Enjoy Eye Contact:When you interact with the child be happy, relax and fun. Besides, elaborate using attractive words. (Kırcaali- İftar, G., Kurt, O., ve Kürkçüoğlu Ü.B; 2014).Supporting Communication Skills of a Non-Speaking Child

If a child cannot start communication with voice, gesture and mimics you must start with clockwork or pull- push toys. The games, which are played in turns, would contribute development of language and communication skills. For example;

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. You may push the car by turns.

. You may wind up the rabbit by turns.

. You may send the balls by turns. You may decide on which toy you start by observing the interest fields of the child.

. You must sit face to face with a space between you and the child.

. You may roll the ball to the child by counting as one two three.

.Help the child in holding the ball.

. Put the hands of the child on the ball and put your hands on child’s hands.

. You may roll the ball to yourself by counting as one two three.

. Do this exercise everyday.

. Gradually increase the number of trials in every study.

.When the child becomes able to roll the boll by self you may increase the distance. (Kırcaali- İftar, G., Kurt, O., and Kürkçüoğlu Ü.B; 2014).

SOCİAL SKİLLThe experts, who hold different theoretical approach in terms of different disciplines and training, share the idea that lack of social skills lays in the center of difficulties experienced by the children with “Autism Spectrum Disorder” and so as the first target must be this field. (Matson and co., 2007).

First of all, the social skill studies made with these individuals include greeting, thank, request, apologise, compliment, accepting compliments, sharing, ask, starting interaction and invitation. These social skills can be collected under four groups;

Communication skills:introducing one to another, asking appropriate questions to meet someone, starting a dialogue, joining a dialogue, sticking to the subject, not prolonging talks,

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changing the subject properly, proper usage of voice tone, mimics, and body posture. (Attwood, 2000; Baker, 2003; Myles, 2003).

Social Interaction Skills (friendship): proper touch, phoning, answering phones, helping friends, sharing time, holding appropriate distance in line withthe relationship, ahowing respect to others’ ideas, adopting rule changes. (Baker, 2003).

Social ınteraction Skills (playing):joining games, sharing toys, playing games with rules, waiting for the turn in games, tackling with winning or losing. (Baker, 2003; Myles, 2003).

Skills to Recognize and Mange Feelings: awareness about feelings, solacement, controlling tension, expressing properly, accepting criticism, dealing with irrision, sharing happiness, dealing with faulty, using opportunities in trying new things, (Baker, 2003; Howlin and co., 2003).

In social skills education, direct teaching, modeling, video modeling, social cases, peer practices, basic reaction education,

opportunity training methods are being used. (Çolak, 2009; Wang and Spilliane, 2009). Majority of these are science based

practices.

ARTVisual arts help autistic individuals to express abilities,

thoughts amd creatice power by addressing their emotional sphere.

It is very important that planning of visual arts classes as they must develop abilities and skills of individuals with ASD in line with their living conditions. In planning teacher activities, the path should be fro easy to hard, from simple to complex and from concrete to abstract. The direction shall be from the capabilities to limitations of individuals with ASD. Some studies may be practical or some may be in groups. In group studies, each student contributes to the extent of their capabilities in drawing pictures or collage works. These studies must be planned because they

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provide important opportunities in terms of collaboration, cooperation, sharing materials and peer interaction.

The development process of the child with ASD, which starts with irregular scketcing and lines, would improve to higher levels when they are directed with a plan by provision of sufficient inputs and encouragement. One of the prerequisites of the improvement is hands-eyes coordination and enhancement of minor motor skills. Hence the activities, which support hands, wrist, finger, eye coordination, shall be prioritized. The children with ASD would release emotionally by doing handcraft, clay, art etc. , enjoy and gain different skills. (Special Education Practice Center General Directorate Of Special Education and Counselling, 2013)

ART THERAPHYIn art theraphy, it is aimed at overriding certain problems

through expressing emotions and thoughts by joninig art, ceramics, sculpture etc together with and expert. Although there are case studies, which examines healing effect of art theraphy upon autism spectrum disorder there is no emprical study on the subject yet. Therefore art therapy is a practice that has no scientific basis. (ASAT, 2007; Simpson, 2005)

MUSICMusic is one of the most effective and important disciplines,

which support all developmental areas, being used in education of the individuals with special education needs. Musical studies have another function in reinforcing and generalizing the skills, those he/she gain through other studies. The students reinforce the numbers and mnay other concepts by repeating within music classes and increase usage in daily life. Rhytmic instruments and others provide input in hand-eye coordination, small motor skills. Singing together, or dancing together contribute improving self confidence and socio-emotional development.

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There are many methods in musical training. Some of them are colouring, graphy, picturing, and imitating and Orff method. Orff method is expression of behaviours, heard musical themes, and received musical effects through rhythmical movements. So as the child develops sense of rhytm through several circular movements.

MUSICAL TERAPHYThe musical teraphy is aimed atovercoming several

emotional problems of individual through playing music and singing together with certified music terapists. There are various studies about the benefits of music terapists for the individuals with autism spectrum disorder. Wipple (2004), conducted a study by concerning (current effects of the practice) 12 independent variables within nine quantittative research. The researcher, as a result of this study, reached out the result that the music brings positive effects on autistic individuals. It is underlined that, music teraphy is a promising practice on the individuals with autism spectrum disorder, and must be examined through controlled emprical practices. (ASAT, 2007; Simpson, 2005)

SPORTSSport is both a tool and activity, which is not only necessary

for the body but also the whole of the individual. In other words, it can be said that the aim is to develop social skills such as action control, building self confidence, taking responsibility, being creative, showing performance, playing, adventure, health and freshness. (Grössing, 1991).

Although the children with ASD does not reflect difference from other children in terms of physical development, they reflect significant difference in motor abilities such as as balance, both hands, hands-eyes, hands-arms, hands -feet coordination.

Before starting any kind of sports activity, coordination with families must be established and the child must pass health control to check their availability for joining sports activity and a physical

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therapist must determine their availability for sports. As a result, their performances must be determined in line with their physical strength, structure, interest and needs, so as sports activities shall be planned accordingly.

The main purpose of sports activities is not raising every child in the same level but to ensure development of every individual in line with their personal skills.

The purposes within the program must be graded according t oages, development qualities and needs and new aims and purposes must be established. The rules must be hanged on the walls with written or visual aids and following of the rules must be facilitatted. ( Special Education Practice Center General Directorate Of Special Education and Counselling, 2013)

PSYCHOSOCIAL EDUCATION

In fact, every child exists in imagination of parents. When parents decide on having a child, they start to imagine about future of their own and their children. Although, different methods and techniques come out in different periods, and even the roles of the child change according to social and cultural norms, the fact that the parents have expectations about the future of their

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children never change. These expectations link us with the life. However, if the expectations of the family do not match with the abilities of their child the life may be harder for the parents and the child.

The birth of an incapable child is a situation, which negatively affect the life, thoughts and behaviors of family members. The emotional phases of families, which have children with ASD, when they deal with diagnosis and state of disability:

Akkök (2003), states that there are four models, which explain the process for families in accepting their children with special needs: These are as follows:

-Stage model,- Constant Sadness model, -Individual Development Model -Despair, weakness and insignificance model.

Stage Model

Despite various definitions, it is assumed that it has got 5 stages. These are shock and denial; guiltiness and anger; bargain; despair and depression; and finally acceptance and adaptation. (akt.Diken,İ.H., Bakkaloğlu, H.,2016)

Shock and DenialThe process starts when the families receive diagnosis

about disability of their children.In this period, families are faced with that fact that their expectations about their children will not come forth. Their first reactions are often indifference, despair and crying behaviors.

"We learned that A is disabled when he was 18 months old. The doctor, whom we brought our son, diagnosed him as “individual with autism” but until then we would have never accepted that he would have special needs. The world fell down

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on us at that moment. We were so despair and alone. We were shocked, and nobody could understand us.”

Following shock stage, the family might willingly or unwillingly reject the situation. The family might escape from developmental inabilities of the child and might attempt to protect themselves from the negative effects of that situation. Rejection, may be defined as effort to ignore the case. In this period, families resist that they have got such a child and seek for evidences proving normality of their children. They might get away from cooperation with experts and might seek for different experts. A family, which learns that their child has got ASD, thought that the tests made in the centers, which make first diagnosis were wrong and went to different centers stating that “They told us that our child has got ASD. We would like you to examine this time.” Although every test made in each center had the same results the family decided to try their chance abroad and repeated the test of that child.

Guiltiness and Anger

The family, which left behind the stage of shock and denial, now has got the information about the status of their child. However, in that period the families start to question why this happened to them. This emotion is the hardest for the families to deal with. The families may think that they caused their child to have special needs and they are being punished for their past mistakes. They feel guilty and may make accusations. They start to form sentences of regret starting with “If only…”

" If only I could have helped my wife""If only I could have brought her to a better hospital ""If only I wouldn’t have smoked","If only I could have been more careful on my diet "" If only I could have regularly follow my medical controls”

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“If only you could always have been with me”“If only you could have brought me a better doctor”The “If only …” parts are expressions of accusing themselves and others.

The emotion of anger comes out with investigation. It is a frequently observed emotion. It can be observed in two forms. The first form comes out with “Why me?” question. The questions with no answers such as “Why my child has got special needs although everybody has got normal children? What did I do to deserve this?” hinders the process to find constructive solutions about the existing status of their children.

In the second form the anger is directed to other people. Usually, the doctors and trainers are targeted due to inabilities, late diagnosis, and improper education. The families with such angermay hardly cooperate with experts. Since they are not happy with anywhere they might frequently change education places or therapy centers and prevent progress.

Even that, sometimes families may get angry of their children with special needs because they ruin their living standards.Sometimes the partners may blame each other because of their child’s status. Especially, if there are disabled family members of mother or father mutual blame and anger get intense and may damage the relationship so cause spillover.

Bargain In this stage the family may tend to bargain with each

other or experts or non-experts in their hemisphere in order to escape from the state of insufficiency or diagnosis they received. The family, in order to protect their hope on their wishes come true, may occasionally seek for illogical solutions. (Hanson and Lynch, 2004). In this period, informing the family about science-based practices is very important. “If my child gets better I would donate for a mosque”, “I will immediately sacrifice if my child says mother or father “and etc…

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Despair and DepressionWhen the family, who passed through previous stages,

realizes that no significant change was realized in theirchild’s development they start to feel a sense of despair. The families feel mourning because they think that their perfect child dreams fell apart. Some families, who start to feel pain define their feeling, as “equal to lose a beloved person”.

The families start to less contact with their environment and get into depression as a result of this new situation that their child may not live a normal life and the pain and of despair that they feel. In this period, direction of the families, which show the behavior of “withdrawal” and “reluctance from social interaction”, to receive expert support. (Tekin-İftarveKutlu, 2013). The families, who properly get through this period, may pass to acceptance and adaptation stage.(Ardıç, 2013).

Acceptance and AdaptationThe last stage, which put the most positive effect on the

child with disability, that is hard to get in touch with, is the stage of acceptance and adaptation. This is a stage that starts when the parents realize that they may build up better relationship with their children. Negative emotions such as concerns, horrors, reduced shame are left behind. In this stage the family makes conscious efforts in knowing, understanding, and solving problems about their children with developmental inabilities. This process not only includes acceptance of the child and the problem but also knowing and acceptance of weaknesses and strengths of the self.The families make arrangements to raise strengths of the child and to prepare them for life. (Ardıç, 2013).

Another situation which is simultaneously experienced with acceptance is adaptation. This has got a more active meaning than acceptance. The families join into the process rather than waiting for help. The family constantly reviews their aims and

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renews them when necessary. Adaptation continues throughout their lives.

Lodging in one of the stages, resulted with development of such problematic behaviors such as chronic sadness, depression, taking decisions from various experts, rejection of the child, or over- protection of the child, by the family. These behaviors do providebenefit forneither the family nor the child. As the process of accepting the child with disability gets longer, the effects of disability on the family and the child gets more intense.

It may not be expected that the families pass these process in the same time or in sequence. Sometimes, there may be stages, which are by passed, or families may return to the passed stages. These stages must be elaborated as guiding clues rather than being grasped as unchangeable rules. Although there are criticisms about the stage model it is commonly used in literature and practice. (Kaner, 2009; Ardıç, 2013).

Chronic/ Constant Sadness Model

In this model the families, may constantly in anxiety or sadness because of society and their own lives.They may define this process as natural.According toAkkök andÖzer (2005),esome families experience these feelings and feel sad for their disabled children and at the same time may spend effort or support development of their children. It is very important to receive support to reduce feeling sadness.

Individual Construction Model

In individual construction model the families adapts their information as much as their feelings about what they experience. The expectations of the family about their children,may differ

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according to the specification of the society, which they live in. The difference between the expectations of the society and disability of the child creates high level of anxiety within the family. According to AkkökveÖzer (2009), after the family get over the shocking situation resulted from their concerns they pass through conscious development phase. In this period the activity plan shall be developed according to the reason behind this disability, the possible steps taken and the future outcomes. (Kaner, 2009).

Despair, weakness and insignificance model

The feelings of the families with disabled children, is directly linked with the reactions of surrounding people. Having a child may cause feelings such as despair, weakness for each parent. Besides that, their reactions towards disabled child may form up feelings and behaviors of parents. (Akkökand Özer, 2005).

It should be reminded that each family has its own characteristics. These four models provide information about the process, which families may pass through.

Stress of Parents with ASD children

Having a child is a stressful situation. The families, which feel proper with the existence of the children, may experience anxiety and curiosity for their future. The surveys conducted shows that the stress level of families with ASD children is more than the families with Down or mentally retarded children. The main reason is assessed that lack of communication, inability to express their desires and needs.

Hyperactivity, lack of interest, impulsivity needs more measures. This make child’s learning difficult. The parents, care

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takers, or siblings need more time and energy in order to reconstruct activities and ensure self-conduct of the child.

Social activities shall be determined in line with the incapable child. The families must act with measures regardingproblems such as “do we need to leave early?”, “will she/he throw food?” “Will there be noise?”.This situation is damaging and hard for the members of the family. Besides these the families;

It is hard to deal with sorrow and losing feelings. As the families feel pain that they do not have “healthy-normal” child or they are isolated from life style, which they expect. They may experience problems in birthdates, graduations, holidays, weddings.

More cash and labor is needed for a child ASD than a normal child. Financial problems may come out because one of the parents must leave jobs care purposes besides healing and rehabilitation costs.

As the behaviors of disabled child do not bring about problems within home, they may cause anxiety and stress in society. Negative experiences determine social life of families. Therefore, they may prefer not bringing their children to their friends. Participation in important days may increase level of stress. As a result of these reasons the family may prefer an isolated life by wandering from society.

All families experience anxiety, when they think of future of their children. This situation is more intense source of stress for the families of the disabled child. The education, rehabilitation or any incident about their children they ask questions about future of their children, if something happens to them. This question, with no answer, is a source of anxiety for the parents.

The Methods of Reducing Stress of the Parents

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The feelings such as fear and anxiety may endure while the child grows up. In line with developmental process of the child sometimes small and sometimes major problems may come out. This contains risks for both parents and other siblings. There are some methods in dealing with Stressful reactions. Those are;

It is important to learn new ways to release. A hobby, journey, yoga and meditation…

Exercise is one of the most effective ways of rescuing mind from problems. Regular sports reduce level of anxiety it is good for health.

Take care of your and your child’s diet. The amount of food and calories are important. Ask for help to an expert about health diet.

Temporary care means a free time for parents and other siblings. Receiving caretaking service in regular terms, not in emergency, provides opportunity to relax and socialize for parents and siblings.

Participation in established supportive groups, which are set up with families of ASD children, helps in finding solution for their problems. The families with same problems find opportunity to express themselves and benefit from rehabilitative power of their groups.

It is important to receive psychological support. Having a spiritual life reduces stress levels and

brings positive overview. Daily planning may ease solving possible

problems. Therefore preparation of to do lists is an effective method.

Some families may deal with stressful situation. It is observed that these families can better adopt in crisis situation. Their capacity to diagnose problems and solve them is higher.

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They may establish a balance between needs of disabled children and their own jobs. The family members have more flexible roles. They may change roles and may release the other members.

The communication skills of these families are developed. Their ability to communicate with other people in families, ensure reaching at more successful results in education and rehabilitation of disabled children.

These families know about the difficulties of living with ASD children. They receive external help, when necessary, to come over these problems. Social support, therapy, additional education or temporary care service will ease their or their disabled child’s life.

The families, which endure social relations, know that social isolation increases stress. They give priority for socialization in constructing their time. Communication with families with same problems and being aware that same problems can be experienced by others relax them. Besides it is important to participate in group activities and to benefit from healing effect of groups.

The families, which are successful in integration, are successful in establishing equilibrium within families and to respond needs of ASD children.

What other siblings experience as a result of having an ASD sibling?

Having a sibling causes several positive or negative feelings. The researches show that the stress levels of siblings of children with ASD is higher than the others. The reason might be their shame from behaviors of their siblings with ASD, when they are with friends. Therefore the siblings do not want to invite their friend to their home or even might hide the issue from their friends.

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They may feel exclusion, offense, or jealousy if the parents direct their efforts to their disabled siblings.

They may feel disappointment as they expected a normal sibling.

The individuals with ASD have problems in self-expressive abilities. They sometimes reflect their negative emotions with violent behavior. This might be dangerous and disappointing for their siblings.

The children with ASD siblings may feel more responsibility in order to cover their parents’ expectations and they may apply extreme discipline and may force themselves.

The children may be more sensitive about their parents’ stress. They may fear from effects on their family life and may be curious about health of their parents, or continuity of their marriage life.

As the siblings with ASD grow up they realize that more time, labor and money is needed. Moreover they may be anxious about their care if their parents are not alive. They even may feel guilty about their reluctance of taking responsibility and they may suffer from concerns on their future.

The siblings may feel guilty about themselves even for the things, which can be grasped as normal, for example, spending special time with parents, going to holiday etc.

All children may not experience same problems but the parents must be aware of them and take necessary measures about them. The parents must support open communication about senses, save their children from feeling guilty, and ease their curiosities as much as possible.

How the Parents Help Their Children in Communicating with their ASD children?

It is not always easy to establish relationships with

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siblings. This may be harder with ASD siblings.Being dismayed in relation with siblings, being refused, lack of speech may turn the relationship into a difficult case. So that, teaching several simple techniques for communication with ASD sibling may be a facilitator.

The children with ASD may be grasped as not hearing because their focus is directed in a different point. It should be told that eye contact is important to take attention before communication.

Whenteaching a new game or skill it would be better to progress with small steps. The importance of clear explanation of each step and presentation must be thought.

It should be thought that if the child with ASD is conducted with short and simple orders would facilitate his/her understanding.

When having time with disabled child, they shall be awarded when he/she cooperates or show good conduct of ability, for example; hanging drawings or applause etc.

It is necessarythat the family members must be patient without forgetting that the learning process is same for every child, their efforts must be supported and positive feedback must be provided. (Akt:Şahbaz, Ü.,2016)

EPILEPSY SEIZURES

The seizures start in one section of brain and are an uncontrollable electric activity.Some seizures are severe and some are low profile. For example daydream, not giving response, having tears in eyes or finger vellicate. If it is the case then EEG can be recommended.

The seizures do not usually damage brain. The children do not loose brain cells in every seizure. If the seizures over 45 minutes are not cured, they might seldom damage brain cells.

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There are evidence about repeating seizures might damage neurons. Therefore it is very important to prevent them.

The majority of seizure drugs consume folic acid (Vitamin B). It is important to use B6 and B 12. These help to balance cells. However before these practices people must apply to practitioner. (McCarthy, J., Kartzinel, J., 2012)

What can parents do to prevent seizures?

We know that there are certain conditions, which causes brain seizures. This can be called as “reducing seizure threshold”. High fever and dehydration mat ease brain seizure. Each child presents special triggers. For example; for some of the children fever and dehydration and for some others constipation is a trigger. The children, who get multiple seizures, get less seizures when they clean inside (McCarthy, J., Kartzinel, J., 2012).

Common Seizure Triggers Ways of preventing seizures

Instability in drug usage: When

usage of drugs is stopped often

new seizures may occur.

Follow drug receipts consult your

practitioner, you should learn about

what to eat beside medication and

what to do when you forget one dosage.

Being Sick (viral infection or The fever shall be reduced in a

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viral infection and fever) controlled way.

Insufficient staff Regular sleeping schedule shall be

drafted and must be consistently applied.

Shiny Light This must be prevented as much

as possible.

Dehydration Much liquid must be consumed.

Any kind of drug usage (non-

prescribed, new and continuous

prescribed drugs, vitamin

supports or natural herbal

drugs.)

Drug prospectus shall be read and

shall apply to practitioner before

starting new drugs.

DRUG USAGE

There is no drug to reduce or eliminate basic indications of ASD (Lofthouseand others, 2012). For some individuals short term medication is needed or for some others lifelong medication is needed in order to solve behavioral problems or other symptoms.

The behavioral problems of autistic children: Hyperactivity, motor and verbal teaks, rejection of transfer to new duties, offensive behavior, biting and self-damaging activities etc.

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Most of the behavioral problems may be eliminated by Separate Consolidation of Inconvenient Behavior and might require decisive, strong, and dangerous behaviors (Quinn, C., 2016).

Drug Usage

The type of medication to be used for treating autistic children is linked with symptoms and other situations causing problematic behaviors.

These medications have serious side effects and cannot be prescribed easily by relevant practitioners. Although the medications can be securely used for long time without any side effects, there still might be side effects and health risks. The families must be aware of the risks besides medication. However, the medication shall start after the families learn and accept about risks and benefits of these drugs.

Behavioral problems such as offensive behavior, damaging self and others, violent anger attacks and behavioral problems may cause problems in houses and schools. The practitioner may use drugs to heal these behavioral problems. You must follow the rules below when the individuals are treated by medication:

1. Apply to experienced practitioners.2. Make close observations,3. Start medication with lower dose,4. Be aware of side effects of prescription drug, 5. Be aware of medicine and food interaction. (Quinn, C.,

2016).

SOCIAL RIGHTS

It is a fact in contemporaryTurkey that the individuals affected by disability face with problems in integration to society. The problems, which occur in social and public spheres, create challenges for the individuals, who are affected by disability, in

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terms of living in a functional integrity. The individuals, who are frequently faced with problems andare not able to produce meaningful solutions, feel unhappy. This eliminates self-satisfaction right of the individual and hence reduces their living quality. Main problems against general integration of the individuals, who are affected by disability, are poverty, education, transportation, physical environment, social acceptance difficulties. (Karataş, 2002).

The Meaning of Social Support Social supports contain various services, which a family

may formally and informally need. These services include sharing knowledge and experiences, provision of sensational and financial support, Access to aids and organizations. In other words; social support is financial and moral aids, those are provided to the individuals under difficulty or stress by the people around them (wife, husband, close relatives, friends, experts etc.)

Family members, Close Relatives and Friends All family members constitutemajor parts of family

support system. On the other side, the close relatives and friends are other essential elements of this system. Provision of social support by family members, close relatives, and friends would ease provision of sufficient support to their child in special need.

Public Agencies and InstitutionsOne of the major institutions in terms of supporting the

families is the Ministry of Family and Social Policies. Instead, there are also many other institutions serving to the people with special needs and their parents. These organizations and institutions developed laws and regulations in order to support these individuals and their families and to protect their rights.

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SOCIAL RIGHTS ADDRESSED TO THE INDIVIDUALS, WHO ARE AFFECTED FROM DISABILITY IN OUR

COUNTRY

Disabled ID CardDisability ID Card is a card given to the individuals, who

are affected by any disability, in order to be used for benefiting from the services and rights specially designed fpr themselves. These identity cards are given to Turkish citizens, who are affected by any disability and lost their physical, mental, emotional, sensory or social skills by 40% or more. The disability identity cards is commonly called as “White card” within public.

Preparation of Necessary DocumentsThe individual, his/her parents, or legal curator may apply

to Provincial Directorate of Social Services within their residential zone. The necessary documents for application are as follows:• A petition of request for disabled identity card. • The original or verified copy of Disability health board report,• Copy of ID of the applicant• 2 portraits taken in the last 6 months.

Free or Discounted Travel Right According to the regulation about free and discounted

travel cards (2014) the Turkish citizens themselves, who may prove their disability rate is at least 40% by health board report or their companions if the disability is heavy may benefit from free and discounted travel rights.

Disabled people may benefit from this right by using their disabled identity cards.

The individuals with heavy disability, who wish to benefit from this right together with their companion, must renew their

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disabled identity cards. New cards were printed with the statement as “The companion has the same rights for travel “by the Ministry of Family Affairs and Social Policies to be used by the disabled individuals together with their companions.

The documents requested at application are as follows:• The petition forthe renewal of the disabled identity cards,• The original or verified copy of Disability health board report,• 2 portraits taken in the last 6 months.

Discount in Intercity Transportation BussesIn intercity busses, according to 11th Paragraph of 57th

article of the Regulation about Highway Transportation, there is 30% discount forthe citizens, who prove their disability is at least 40%

The individuals, who want to benefit from this discount must show their report given by the disability health board, or disability identity card to relevant officers.

Discountin State RailwaysIn state railways the disabled person, whose disability was

proved to be at least 40%, or the companions, if any, have the right to travel with 50% discount.

The individuals who want to benefit from this discount must Show their “disability health report or disabled identity cards”, when they buy tickets from box-office. The companion, who want to benefit from his discount must Show their identity cards with the statement “The companion has the right of discount in travel”

Discount in Turkish AirlinesIn Turkish Airlines, there is 25% discount for the disabled

with minimum 40% disability or the companions of the disabled with heavy disability in all external and internal flights. The

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individuals, who want to benefit from this discount show their “disability health report or disabled identity cards” and their companion must Show their identity cards with the statement “The companion has the right of discount in travel”.

Discount in Museums and Archaeological Sites The individuals, whose disability was proved to be at least

40%, or the companions, if any fort he heavy disability, have the right to get free tickets by showing their “disability health report or disabled identity cards”.

Discount in National Parks, Environmental Protection Spaces and Natural Parks

The disabled people, their partners, their children or parents may enter into National Parks, Environmental Protection Spaces and Natural Parks by showing their “disability health report or disabled identity cards”.

Discount in Using Mobile Phones (GSM Lines)Mobile phone operators apply special tariffs for the

individuals, whose disability is at least 40%. You may apply to service providers about it. Attention!

The information and tariffs may differ in time. Therefore, you may examine web site of the relevant operator and receive information about exceptional discounts from the closest branch.

Discount in Internet TariffsAs a result of the study made by Information Technology

and Communication Agency by 2012 February, there shall be 25% discount in internet services for the disabled with at least 40% disability rate. Besides there are special internet tariff campaigns for disabled.

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Discount in Fixed LineTurk Telecom announced Social Tariff to be used in

domestic lines for the individuals having at least 40% disability rate.

The individuals, who proved their disability is at least 40% by their ID card may benefit from disability discounts if their line is opened in their names.Attention!

In order to benefit from tariff discounts of Turk Telecom you may examine directly social package tariff in either from www. turktelekom.com.tr or http://www.turktelekom.com.tr/telekom/tr/pdf/urun/bireysel/tarife/Sosyal-Tarife-Tarife-Paketi.pdf

What are Educational Rights?The students heaving median or heavy mental disability or

autism are exempt from common examinations within special education centres and the classes that apply the special education programs.

Special exam measuring service is applied for the students, who apply to Guidance an Research centres with necessary documents, in common examinations.

The students with special needs of education and who finish obligatory primary education, and the ones who are directed to inclusion training through “Provincial/District Special Education Services Board Decision”, shall be placed in middle schools as there will be two students in each classroom.

The students who get the right to attend higher level of education may receive support about materials and Prime Ministry aid from Social Solidarity and Assisstance Foundation under each governership. Credit and Dormitories Agency gives priority to

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students, who prove their disability is over 40% and make 50%discount on their fee. No fee shall be requested from the disabled with at least 40% disability in Public Training Centres.What are Their Rights in Open University and Distant Learning Programs?

According to the Senate Decision of Anatolian University the disabled students, who prove their disability is at least 40%, may not pay school fee when they prove their status by “Health Council Report”.

Open University Material Fee may not be taken from the disabled, who prove their disability rate is at least 40% According to AçıköğretimFakültesinekayıtyaptıranöğrencilerden Atatürk ÜniversitesiYönetimKurulukararıgereğinceözürlülükoranı % 40 vedahafazlaolanöğrencilerden “AçıköğretimMateryalÜcreti” alınmayacaktır.

What are conditions for Free Transport Right to Schools and Institution?

The Access of students, who attend to public primary, middle and high schools or the disabled who benefit from life long learning services is ensured by the Ministry of National Education (The Regulation on MoNE Access to Education Through Transport that was published in Official Gazette numbered 29116 published on 11 September 2014.

Disability Care ServicesDisability care services, is composed of personal care

services and psycho-social support services towards the disabled in need of care service.

Disabled in need of careThe concept means the heavily disabled, according to

disability classification, who cannot fullfill the necessities of daily

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life without help or assisstance of others or who lost theirfamilies with social despair.

Domestic Care Service/AssisstanceWhen domestic care is prefferedfort he disabled, who need

care, doemstic care/assistance service may be provided.These individuals must apply to Provincial Social Services

Department in order to receive domestic care service. Officers from Provincial Social Services Department make

visits to examine the place of care service following the application. The decision may be declared to the applicant within 30 days after application.

Shelters of HopeSome disabled individuals, who reside in constant care and

rehabilitation centers, are defined to live better in small groups in a flat or with their neighbours in an independent blocks and it is aimed to let them actively participate in the houses called as “Shelter of Hope”.

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Care, rehabilitation and Family Consulting Centers of the general Directorate of Services for Disabled and ElderlyThe basic objective of the services provided to disabled individuals is to ensure care of the disabled besides their family. However, for the disabled individuals, whose families may not care, there are alternative care service models. The links of the public boarding carecenters are as follows. The department of Disabled and Elderly Care Services of the Ministry of Family and Social Policies Special care ServicesThe care services for the disabled people, who are in need of special care and whose average income is below 2/3 of the minimum wage, within either their residence or in public or private care centers, is guaranteed by the “ regulation on special car efor the disabled in need of special care” that was published in the Official Gazette numbered 26244 on 30.07.2006. The department of Disabled and Elderly Care Services of the Ministry of Family and Social Policies Maintaining Access to Schools and Institutions for the Students in Special Needs Ministry of National Education provides Access of the students in special needs , who continue formal primary, middle, high schools and the individuals, who continue special education centers and receive lifelong learning services , to their education. ( MoNERegulatşon on the Access for Education through transport that was published on 11 September 2014 in the official Gazette numbered 29116).

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ACCESSIBILITYEverybody has the right to act independently in their lives.

This is one of the most important conditions to Access opportunities and services within the social life.Accordingly, the municipalities and governorships must seek the availability of housing and public buildings, which they give license, fort he usage of the disabled people. Besides, the local administrationsa and governorships must build and construct for the usage of disabled people (road, passagiere etc. ) According to Property Law majority of voting is sufficient in order to make arrangements fort he disabled people in common spaces or blocks. “e- accessibility manual” was prepared by General directorate of the Disabled and Elderly for the Access of disabled people to Public Website Information Accessibility. It is necessary to make each public web site as accessible for the disabled people. Social Assistance and Solidarity Foundations

Social Assistance and Solidarity Foundations are established in every district and province in order to conduct appropriate efforts in line with the objectives of the Law Nr 3294 and to make in kind or financial support to the citizens, who need these assistance.

You may reach at the communication information, including the address and phone numbers, of approximately 1000 social assistance and solidarity foundations from the following link: http://www.sosyalyardimlar.gov.tr/sosyal-yardimlasma-ve-dayanisma-vakiflari/sydvler-ile-

LEGAL REGULATIONS

Education istherightforeveryone. Nobody’srightforeducationmay be preventedduetotheirspecialneeds.

Whenwelook at internationalstudiesregardingtherights of individuals , whowereaffectedbydisabilities, it is

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significantthatthestudiesmadeunder United Nations (UN) constitutethebasicsourcefordetermination of poiciesconcerningdisabledpeople.

Allchildrenalloverthe World havetherighttobenefitfromeducationnomattertheyaredisabled/ or not orhavegotspecialneeds/orhaven’tgot.

• Allchildrenmustbenefitfromcontinuouseducation in thesameenvironmentwiththeirpeers.

• Thestatesareresponsible toput thepolicies in practicethoseincludingequalopportunity in accessingeducationservicesbyprovidinghealthyandsecurelearningenvironment.

NATIONAL LEGAL REGULATIONS LIST

1. Turkish constitution2. Civil Servants Law (657)3. DisabilityLaw (5378)4. LawConcerningSalaryfort he Citizensover 65, Poor,

WeakandOrphanage5. LaborLaw (4857)6. PrimaryEducationand Training Law (222)7. Vocational Training Law (3308)8. NationaleducationLaw(1739)9. Provate Training CentersLaw (5580)10. MunicipalityLaw (5393)11. Metropol MunicipalityLaw (5216)12. EstateTaxLaw (1319)13. IncomeTaxLaw (193)14. Engine VehiclesTaxLaw (197)15. Basic LawforHealth Services (3359)16. SocialInsuranceand General HealthInsuranceLAw (5510)

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17. CriminalLaw (5237)18. TurkishCivilLaw(TurkishCivilLaw(4721)19. StatutoryDecree on Special Education(573)20. Regulationregarding Norm Cadre of

theManagersandteachers of InstitutionslinkedwithMinistry of NationalEducation.

21. RegulationaboutPrivateEducationCenters ofMinistry of NationalEducation

22. Regulation of PrivateEducation Services 23. RegulationaboutEmployment of Disabled, Ex-Convict,

andTerrorVictims.24. Regulationaboutmeasuringdisability,

classificationandthehealthreportsto be providedtoDisabledpeople

25. RegulationaboutCounsellingandCoordination in HigherEducationInstitutions.

26. Regualtionaboutrecruitment of DisabledPeople as CivilServantsandcentralexamfortheDisabled.

27. Regulation on Assignment of CivilServantsByChangingResidence

28. Regulation on ProtectiveWorkplace

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TURKISH CONSTITUTION

Law Number : 2709 Date of Enactment : 7.11.1982Official Gazette: Date: 9/11/1982 Number:17863 (Repeated)

X. Equality Before LawARTICLE 10- Everybody is equal against law regardless of language, race, color, gender, political view, philosophical belief, religion, sect or any other terms. (Additional paragraph: 7/5/2004-5170/1 article.) Women and men have equal rights. The state is responsible to keep this equality alive. (Additional statement: 12/9/2010-5982/1 art) The measures taken for this purpose may not be interpreted as against equality principle.(Additional paragraph: 12/9/2010-5982/1 article.) The measures taken for children, elderly, disabled, widows and orphans of war and duty martyrs may not be counted against principle of equality. No privilidge may be given to anybody, class or party.State organs and administrative authorities must act in line with the principle of equality before the law in their all operations. II. Education and Training Right and Responsibility ARTICLE 42- Nobodymay be deprived of their education and training rights.State provides necessary support to successful but financially weak students through scholarships and other ways. The state, takes necessary measures to make individuals with special needs due to their personal status beneficial for society. V. Provisions on WorkA. Working Right and DutyARTICLE 49- Everybody has got right and duty to work. (Ammended: 3/10/2001-4709/19 art.) The state takes necessary measures to raise living standards of workers, to protect workers

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and unemployed to develop working life, to support working, to establish an economic environment available to prevent unemployment, to ensure peace at work.B. Working Conditions and Right to Rest ARTICLE 50- Nobody may be forced to work in jobs which do not comply with their ages, gender and power. The children and women and the ones with physical and emotional inabilities must be specifically protected in terms of working conditions.The workers have the right to rest. The paid weekly, and bayram holidays and paid annual holidays must be arranged by laws.X. Social Security RightsA. Social Insurance RightARTICLE 60- Everyonehas the right of social security.State shall take necessary mesasues to ensure this right and establishes organization. B. The ones to be specially protected in terms of social security ARTICLE 61- State shall protect orphanage and widows of war and duty martyrs and establishes a decent living standard for them.The state shall take necessary measures to protect disabled and develop integration of these people. The elderly shall be protected by the State. The state aid for the elderly and other rights and facilities shall be designed by law. The state shall take all necesary measures in order to adopt the children in need of protection. The state shall establish necessary organization and facilities for these purposes.

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CIVIL SERVANTS LAWLaw Number: 657

Law Number: 657Issue Date: 14/7/1965Publishing Official Gazette: Date: 23/7/1965 Number: 12056Examination requirement:Article 50 – (Ammended: 29/11/1984 –Decree 243/6 article.)

The individuals, who would be assigned as Civil Servants in public service and posts shall enterinto State Personel Entrance Exam and must be accredited. Condition of employing disabled staff: Article 53 – (Amended: 13/2/2011-6111/99 art.)

The agencies and institutions shall employ disabled people at 3% of all assigned posts. In calculation of 3%, the total number of posts belonged to the relevant instiution or agency (except international organization)shall be considered.

The exams for the disabled shall be applied in a different time from the exams for the ones, who would be assigned in State at the first time. The exams shall be applied by preparing questions according to disability groupings and status .and ensuring accessibility to the exams.

State Personnel Institution is responsible for ensuring and auditing employment of disabled staff. The public agencies and institutions with vacant posts for disabled shall acknowledge State Personnel Institution in the last day of every October about their demands of disabled staff. Based on the acknowledgement of the public agencies and institutions State Personnel Institution shall make the placement for disabled staff quota.

The procedures and principles about conditions assigning disabled as civil servants, conducting central exam and

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placement, placement through drawing in line with education and disability group, which assisting instruments or means shall be provided by public agencies and institutions, and about provision of statistical data about employment of the disabled staff shall be prepared and arranged by a regulation drafted by State Personnel Institution after taking opinions of Administration of Disabled People.

Assignment Through Moving(Additional phrase: 6/2/2014-6518/10 art.)Necessary arrangements shall be made in order to respond the moving demands of the civil servants, who are disabled or whose partner or first-degree blood relatives are disabled, in line with the submitted report, which would be given according to the relevant legislation.

Working Hours, Leaves(Additional phrase: 13/2/2011-6111/104 art.) However, for the disabled, the start and end hours of daily work and lunch breaks may be differently determined by the civilian authorities by considering the disability status, necessities of the service, climate and transportation conditions.

Determination of working hours and conditions about the works of 24 hours:

The working hours and conditions of the civil servants, who work in services those endure 24 hours shall be determined by their institutions.

However, night shift shall not be assigned to the female civil servants; before 24th week of their pregnancy by a medical report or in any term after 24th week of their pregnancy or in two years after their birth. Night shift shall not be given to the disabled civil servants.

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Casual leaveAnnex: 20/2/2014-6525/7 art) If children of the civil servants, who have 70% disability or a chronical illness (if the child is marries with the condition that the partner has also got 70% disability ratio) and get ill, then one of the parents may use 10 days of leave, as a whole or in parts, inone-year time on the basis of a health report.(Annex: 29/1/2016-6663/6 art.) If the born child is alive the female civil servant, may work in half of daily work hours without breastfeeding break just after the end of maternity leave fortwo months after the first birth, four months after second birth and six months in the following births. One month shall be added to these terms in multiple births. If the child is born disabled or diagnosed as disabled within twelve months after birth, then these terms shall be applied as twelve months.

Study abroadAnnex Article 39- (Annex: 1/7/2005-5378/21 art.) When the special needs education boards certifies that the partners, siblings or children of the cvil servants, who are diagnosed as disabled and have no ability to live without support of others, shall be educated in public or private education or training institutions out of the neighbourhood then these civil servants may be assigned to an appropriate vacant post in the districts of the determined education or training institutions on the basis of their demand.

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LAW ON THE DISABLED

Law Number: 5378Date of Enactment: 1/7/2005Published Official Gazette:Date: 7/7/2005 Number: 25868

ObjectiveArticle 1- (Ammended: 6/2/2014-6518/62 art.) The purpose of this Law is to facilitate and ensure the disabled people to benefit from basic rights and freedoms and to highlight the respect on their ascribed honor and to ensure their equal and whole participation in social life with other individuals and to take steps for necessary measures in order to prevent disability.

ScopeArticle 2- This law covers the disabled people, their families, the establishment and organizations serving towards the disabled people and other concerned ones.

DefinitionsArticle 3- (Ammended: 6/2/2014-6518/63 art.)In implementation of this law;f) Accessibility:means that the buildings, open spheres, transportation and information services, and IT shall be securely and independently accessible and usable.h) Habilitation:means the services aimin at disabled people may realize individual and social needs and may endure their lives independently and targeting development of physical, social, mental and occupational skills. i)Protected Workplace:means the workplace, which is technically and financially supported by the State and where the conditions are specially designed in order to rehabilitate mentally or psychologically disabled people.

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General principlesArticle 4- (Amended:6/2/2014-6518/64 art.)In realizing the services within the context of this Law:a)It is essential to respect individual autonomy of the disabled people covering self choice freedom and independence. b)No discrimination shall be done based on disability. Struggle against discrimination is the basic ğrinciple of the policies for the disabled people. c)It is essential to maintain equal opportunities for that the disabled may benefit from all rights and services. d)It is essential to maintain accessibility to ensure that the disabled people may independently live andfully or actively join in society. e)It is essential to prevent all kinds of misuse of disabled or disability.f)It is essential to protect totality of family in provision of services for the disabled people. g)It is essential to seek for outstanding benefit of the child in services for the disabled children. h)It is essential to prevent misuse of disabled women and girls and to ensure them benefit from rights and freedoms. i)It is essential to ensure participation of disabled people, their families and representing NGO’ s in the process of policy development, decision making and service provision. j)The views of the Ministry of Family and Social Policies in drafting legislation for the disabled.

Inclusion in SocietyArticle 4/B- (Addition: 6/2/2014-6518/66 art.)Isolation or separation of the disabled people from society shall be prevented. It is essential that the disabled people live independently and under equal conditions with other individuals and they cannot be forced for a special living style. The disabled people are promoted

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in accessing society based support services, whichincludeindividual support services for the purpose of inclusion and living of the disabled people in the society

AccessibilityArticle 7- (Ammended:6/2/2014-6518/69 art.)The standarts of accessibility shall be executed in planning, design, construction, production, certification, and auditing process of constructed environment. It is obligatory that the public and private transportation services and common vehicles of transport with at least nine seats except the driver seat would be coherent with accessibility of the disabled. The accessibility of information services and ICT shall be ensured for the disabled people.

Habilitation and rehabilitationArticle 10- (Ammended:6/2/2014-6518/70 art.)Habilitation and rehabilitation services shall be provided to disabled people on the basis of participation in social life and equity. Active participation of the disabled people and their families shall be ensured in every stage of habilitation and rehabilitation including decision making planning, execution and finalization.The habilitation and rehabilitation services shall start as early as possible and in the nearest place to the residence of the disabled person. Education programs shall be developed to raise necessary staff in habilitation and rehabilitiation services. Necessary measures shall be taken in order to ensure accessibility of the assisting means and equipments, supporting technologies and relevant information, which are used in habilitation and rehabilitation.

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Early diagnosis and protective services Article 11- The works regardingearly diagnosis of the illnesses, which may be genetical or may cause disability, monitoring physical, audial, sensual, emotional and mental developments of newborn, early childhood and in every stage of the childhood, preventing disability, reducing the level of the disability as much as possible, and by-passing progress of the disability shall be planned and conducted by the Ministry of Health.

Occupational Habilitation and RehabilitationArticle 13- (Ammended:6/2/2014-6518/71 art.)Necessary measures to ensure disabled people to choose their occupation and to receive necessary education in that field. Occupational habilitation, rehabilitation and training programs shall be developed for the disabled people by the Ministry of National Education and the Ministry of Labor and Social Security inline with the conducted job and occupation analysis.Occupational habilitation and rehabilitation services for the disabled peoplecan be executed by public institutions, municipalities and other real or legal persons. The principles and conducts regarding this article shall be regulated by a common regulation, which is drafted by the Ministry of National Education and the Ministry of Labor and Social Security.

EmploymentArticle 14- (Ammended:6/2/2014-6518/72 art.)Necessary measures such as guidance to set up business and development of occupational counselling services shall be taken for the sustainable employment of the disabled people in the labor market. No discrimination based on disability shall be conducted regarding employment such as application for jobs, hiring, proposed working hours and conditions and sustainability of

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employment, career development, healthy and secure working conditions.No discrimination shall be made running opposite of working disabled people. It is obligatory to take measures in employment process to remove obstacles or difficulties, which might be faced by working or applying disabled people, and it is obligatory for the authorized and responsible institutions, organizations or employers to make reasonable arrangements within the workplace of the disabled people. The place of the protected workplaces, of disabledpeople, whose inclusion in the labor market is difficult due to their disabilities, and the principles or conditions about these work places are regulated by a common regulation that is drafted by the Ministry of Labor and Social Security, Ministry of Finance, Ministry of Family and Social Policies.

Education and TrainingArticle 15- (Ammended:6/2/2014-6518/73 art.)The education of the disabled people may not be prevented by any reason. The disabled people, shall benefit from life long learning opportunities based on equality within integrated places within theirhabitat by considering their special conditions and differences. Integrative plannings shall be placed in the general education systems to ensure the disabled people receive education at every level. Necessary measures shall be taken to include the disabled people, who start formal education by several reasons. Disabled Consultancy and Coordination Centers shall be established under coordination of High Education Council to work on provision of appropriate means-tools and materials, proper training, research, and shelter and solution of the problems faced in education process to ensure active participation of the disabled university students

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The working principles and conditions of the Disabled Consultancy and Coordination Centers shall be regulated by a common regulation drafted by the Ministry of Family and Social Policies, Ministry of Education and High Education Council. Educational AssessmentArticle 16- (Ammended:6/2/2014-6518/74 art.)The works and operations regarding educational assessment, diagnosis and guidance of the individual shall be done by Special Education Evaluation Committee within the context of guidance and research centers. In every stage of this process the family shall be informed, and their ideas are taken, and their participation shall be promoted. Following the educational assessment and diagnosis, a report shall be prepared by Special Education Evaluation Committee and education plan shall be developed. This planning shall be revised every year.Special Education Evaluation Committee directs the individuals to formal and non-formal education institutions in line with their interests, wills, development qualifications, abilities within academic discipline fields and educational needs. Establishment and working principles and conditions of the Committee shall be regulated by a common regulation drafted by the Ministry of Family and Social Policies, Ministry of Education.

LAW ON ASSIGNING SALARY TO PEOPLE OVER 65, AND NEEDY, POWERLESS AND LONELY TURKISH

CITIZENS

Law Number: 2022Date of Enactment: 1/7/1976Published Official Gazette: Date : 10/7/1976 Number: 15642Article 1 – (Amended: 14/4/2016-6704/1 art.)

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A salary , which is calculated as multiplication of 2.332 with civil servant monthly salary coefficient, is assigned to the people over age of 65 in line with the assessment of Social Assistance and Cooperation Foundations as long as their need continues ; except anyone, who earn any kind of income or salary from any of the social security agencies or the ones who work in a job, which is mandatorily insured in regards to long term insurance branches, and who receive or deserve alimony or the ones who receive pocket money according to Social Services Law dated 24/5/1983 and numbered 2828.

If the individual monthly average income is over 1/3 of net minimum wage based on all income totals of themselves and their partners, any person included above shall not be defined as needy and they shall not be assigned for the salary.In determination of age 65, the changes in birth dates shal not be counted.

Article 2 – (Amended: 12/7/2013-6495/73 art.)Except being over 65;a)A salary , which is calculated as multiplication of 4.860 with civil servant monthly salary coefficient, is assigned to the disabled people over age of 18 and , who may prove their incapability of living without assistance of others with a health report in line with the assessment of Social Assistance and Cooperation Foundations as long as their need continues ; except anyone, who earn any kind of income or salary from any of the social security agencies or the ones who work in a job, which is mandatorily insured in regards to long term insurance branches, and who receive or deserve alimony. b)A salary , which is calculated as multiplication of 3.240 with civil servant monthly salary coefficient, is assigned to the disabled people over age of 18, who may prove their disability with a health report and who may not placed to jobs despite their demand, in line with the assessment of Social Assistance and

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Cooperation Foundations as long as their need continues ; except anyone, who earn any kind of income or salary from any of the social security agencies or the ones who work in a job, which is mandatorily insured in regards to long term insurance branches, and who receive or deserve alimony.

A salary , which is calculated as multiplication of 3.240 with civil servant monthly salary coefficient, is assigned to the Turkish citizens , who undertake care of the disabled people over age of 18, who may prove their disability with a health report ; except the disabled children who earn any kind of income or salary from any of the social security agencies or the ones who work in a job, which is mandatorily insured in regards to long term insurance branches, and who receive or deserve alimony, with the condition that the average household income per family member does not exceed 1/3 of the minimum wage that is determind for the workers over the age 16.

If the individual monthly average income is over 1/3 of net minimum wage that is determind for the workers over the age 16, on the basis of all income total of any kind, any disabled person mentioned in the first paragraph items a and b or the carer relatives covered in second paragraph included above shall not be defined as needy and they shall not be assigned for the salary.(Additional sentence: 20/2/2014-6525/12 art.) Besides the ones, who receive pocket money according to the Law Numbered 2828 are not accepted as needy and are not assigned for salary in accordance with this Law.

Monthly payment of these salaries continues before fulfillment of the age 65.

(Amended second phrase: 14/4/2016-6704/2 art.) A salary shall be assigned to the ones who receive salary according to the 1st article of this Articlewhen they submit health report to prove their disability to the extent they cannot endure their lives without support of anyone else or respond the conditions of phrase (a) paragraph three. The salaries of the disabled people change

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accordingly, when their disability ratio changes. The slaries shall be terminated, when their disability ratio reduces under legal barriers or receive more income than the defined amount within the third paragraph.

The disabled people under age 18 , who are defined in the second phrase, shall benefit from general health insurance within the framework of the 3rd item in the first paragraph of 60th Article of the Law of Social Insurance and General Health Insurance Numbered 5510. The ones shall be elaborated within the framework of sub item number 1in paragraph c within Article 60 of the Law Numbered 5510.

When the children, who receive monthly salary from any social insurance agency as orphanage, prove their disability and the available payment for them is less then the amount in line with this article, then the gap anount shall be paid by relevant social security agency (the preferred agencyshall pay if the person receives payment from multiple agencies) and these payments shall be reimbursed from Treasury.

Article 4 – The principles and conditions and the necessary documents shall be determined by a regulation that is commonly drafted by the Ministray of Finance and the Ministry Of Family and Social Policies.

Temporary Article 2 – (Addition: 13/2/2011-6111/67 art.)A salary shall be assigned to the ones, who apply within 3 months time following publishment of this article and do not work according to social security legislation, who do not receive any kind of salary or income from any international social security agency or who suffer from 15% reduction in labor capacity due to silicosis as determined by Health Board of Social Security Institution. For the ones who lost their capacity to earn in their occupation as;a) 15% to 34% ; 7000,

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b) 35 % to 54 %;8000,c) 55 %and over 9000,a salary shall be assigned by multiplying above listed indexes with salary coefficient, which is annually defined by budget law. Article 10 – The provisions of this Law shall be conducted by Board of Ministers.

LABOR LAW

Law Number: 4857Date of Enactment: 22/5/2003Published Official Gazette: Date: 10/6/2003 Number: 25134

LEAVE OF ABSENCE WITH PAY

ADDITIONAL ARTICLE 2. - (ADDENDUM: Law No. 6645/35, 23rd April 2015) -

Employed parents whose child has at least seventy percent disability or chronic disease based on medical report, shall be allowed to take up to 10 days leave of absence with pay in a year for attending the treatment of the child; on condition that leave may be taken only one of the parents and without interruption or with segmentsEqual Treatment PrincipleArticle 5 – (Addendum: 6/2/2014-6518/57 art.) No discrimination based on language, race, sex, political opinion, philosophical belief, religion and sex or similar reasons is permissible in the employment relationship.

The Requirement To Employ Disabled Persons, Ex-Convicts And Victims Of Terror Article 30 – (Ammended: 15/5/2008-5763/2 art.)

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In establishments employing fifty or more employees, employers shall employ 3% disabled in private enterprises and 4% dsabled inpublic agencies and 2 % ex-convicts , or the ones defined in Soldier Law numbered 1111 dated 21/06/1927 or Law of Reserve Officers and Soldiers Numbered 1076 and dated, and victims of terror – who must be engaged in work in accordance with the annex Article (B) of Act No. 3713 on the Struggle Against Terrorism , and assign them to jobs consistent with their occupational skills and physical and mental capacities. For employers who have more than one establishment within the boundaries of a province, the number that the employer must employ shall be computed according to the total number of employees.

In determining the number of employees to be employed within the scope of this provision, employees with open-ended and fixed term contracts shall be considered together. Taking their working time into consideration, part-time employees shall be converted into full-time numbers. The ratios below half are not considered but the ones above half shall be completed to total.

Priority in hiring these categories must be given to those who have become disabled or ex-convicts or victims of terror during their previous employment in the establishment.

Employers shall recruit such employees through the Public Employment Organisation of Turkey (Türkiye İş Kurumu).

The nature of employees who shall be employed in the meaning of this clause, the types of jobs in which they may be engaged, the special conditions that will apply to them and their occupational orientation and how they shall be recruited professionally is to be indicated in a regulation which will be issued jointly by the

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Ministry of Family and Social Policies and the Ministry of Labour and Social Security.

No disabled person shall be employed in any underground and underwater work, and employees engaged in underground and underwater works shall not be taken into consideration in determining the number of employees according to the provisions mentioned above.

The total of employer shares of insurance premiums calculated on the basis of premium based bottom income when they employ disabled under the framework of Law on Social Security numbered 506 and dated 17/7/1964 and the ones , who work in the protected places mentioned in 14th article of the Law numbered 5378 and dated 1/7/2005 and the employers , which employ disabled people over their quotas are paid by the Treasury.

(Ammended seventh paragraph: 11/10/2011-DECREE-665/28 art.) In the event of violations of this clause the fines which will be collected according to Article 101 shall be appropriated as income to a special account of the Turkish Employment Organisation (İş-Kur) which will be opened by the Ministry of Finance. The money thus collected in this account shall be transferred to the Turkish Employment Organisation to be spent for the vocational training and rehabilitation of the disabled or for promoting self-employment businesses or similar projects for such people.

The subject matter and amounts of such appropriations shall be decided, under the coordination of the general Directorate of the Turkish Employment Organisation, by a committee to be composed of a representative from the general Directorate of Labour of the Ministry of Labour and Social Security, General Directorate of Occupational Health and Safety, Directorate of the

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Administration for the Disabled, General Directorate of Penal and Prison Institutions of the Ministry of Justice, the Confederation of the Disabled of Turkey and top level organisations of labour and employers with the largest membership. The working methods of the committee will be determined by a regulation to be issued by the Ministry of Labour and Social Security.

In employing ex -victims,the provisions of the laws concerning public security.Maternity and Breastfeeding Leave

Madde 74 - In principle female employees must not be engaged in work for a total period of sixteen weeks, eight weeks before confinement and eight weeks after confinement. In case of multiple pregnancies, an extra two-week period shall be added to the eight weeks before confinement during which female employees must not work. However, a female employee whose health condition is suitable as approved by a physician’s certificate may work at the establishment if she so wishes up until the three weeks before delivery. (Additional phrase: 13/2/2011-6111/76 art.) In this case the time during which she has worked shall be added to the time allowed to her after confinement. (Additional phrases: 29/1/2016-6663/22 art.)If the mother dies at labor or post labor period, the maternal leave may be used by the father. Eight weeks of paternal leave is given to one of the parents of an adopted child under age three following physical delivery of the child.

The time periods mentioned above may be increased before and after confinement if deemed necessary in view of the female employee’s health and the nature of her work. The increased time increments shall be indicated in the physician’s report.

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The female employee shall be granted leave with pay for periodic examinations during her pregnancy.

If deemed necessary in the physician’s report, the pregnant employee may be assigned to lighter duties. In this case no reduction shall be made in her wage.

If the female employee so wishes, she shall be granted an unpaid leave of up to six months after the expiry of the sixteen weeks, or in the case multiple pregnancy, after the expiry of the eighteen weeks indicated above. This period shall not be considered in determining the employee’s one year of service for entitlement to annual leave with pay.

Female employees shall be allowed a total of one and a half hour nursing leave in order to enable them to feed their children below the age of one. The employee shall decide herself at what times and in how many instalments she will use this leave. The length of the nursing leave shall be treated as part of the daily working time.

(Additional phrase: 29/1/2016-6663/22 art.) Following the end of maternal leave mentioned in the first paragraph, if the child is alive, female worker and any of the parents, who adopted a child under the age three, may use 60 days of half time wor at first birth, 120 days at second birth, and 180 days in the following births. Çoğul doğum hâlinde bu sürelere otuzar gün eklenir. If the child is born as disabled, the period may be used as 360 days. In the periods mentioned above the provisions about breastfeeding leave may not be applied. The prescribed periods above may be increased before or afer the birth according to health and work conditions of the employer.

The female employee shall be granted leave with pay for periodic examinations during her pregnancy.

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If deemed necessary in the physician’s report, the pregnant employee may be assigned to lighter duties. In this case no reduction shall be made in her wage.

If the female employee so wishes, she shall be granted an unpaid leave of up to six months after the expiry of the sixteen weeks, or in the case multiple pregnancy, after the expiry of the eighteen weeks indicated above. (Additional phrase: 29/1/2016-6663/22 art.) This leave may be given to one of the parents, who adopt as child under the age three.

Female employees shall be allowed a total of one and a half hour nursing leave in order to enable them to feed their children below the age of one. The employee shall decide herself at what times and in how many instalments she will use this leave. The length of the nursing leave shall be treated as part of the daily working time.(Additional phrase: 29/1/2016-6663/22 art.) The provisions of this article shall be applied to any worker under a labor contract within the scope of this Law.

Violation Of The Obligation To Employ Disabled Persons And Ex-Convicts

Article 101.- The employer or employer’s representative who does not employ disabled persons and ex-convicts in contravention of the provisions of Article 30 of this Act shall be liable to a monthly fine of seven hundred fifty liras for each disabled person and ex-convict for whom this obligation is not fulfilled. Public organisations shall by no means be exempt from this penalty.

The payments of the disabled people in protected workplaces Additional Artice 1 – (Addendum: 6/2/2014-6518/59 art.)

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The paid salaries of mentally and emotiallydisabled paid by the employers in the protected workplaces;

a)The amount paid per disabled worker according to item of the second article of theLaw on Assigning Salary to People over65, And Needy, Powerless and Lonely Turkish Citizensnumbered 2022 and dated 1/7/1976.

b)20 % of the amount defined under item (a) to be additionally paideach disabled within protected workplaces within the context of 2nd article of the Law on Promoting Investments and Employment and Changes on Some Laws dated 29/1/2004 and numbered 5084, c)In the work places, where the number of disabled employed is more than the required number to get protected workplace status, 20 percent of the amount defined for each additional disabled shall be paid by the Treasury with the condition that the legal requirements are timely and promptly fulfilled. The principles and conditions about payment of salaries shall be regulated by a regulation drafted by the Ministry of Family and Social Policies after taking views of the Ministry of Finance, the Ministry of Labor and Social Security and the Undersecretariat of Treasury.

LAW ON PRIMARY EDUCATION AND TRAINING

Law Number  : 222 Date of   Enactment : 5/1/1961 Published Official Gazette : Date: 12/1/1961 Number: 705

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Article 1 – Primary education is the basic education and training, which serves mental, physical and moral development and progress of female and male.

Article 12 – The education and training of the mentally, physicaly and socially disabled children in compulsory education age shall be conducted.

LAW ON OCCUPATIONAL EDUCATION

Law Numbered: 3308 Date of Enactment: 5.6.1986Published Official Gazette: Date: 19.6.1986Number: 19139

ObjectiveArticle 1 – The main purpose of this law isto organize principles of the occupational training, which will be conducted in schools, higher education institutions and enterprises including apprenticeship, foreman, master trainings.

ScopeArticle 2 – (Amended:29.6.2001 - 4702/5 art.)

This Law covers the education and training upon occupations determined by High Education Council and Occupational Training Council within public and private agencies, organizations or enterprises.Private Education CoursesArticle 39 – The ministry organizes private occupational courses to prepare the people with special education needs for valid posts in labor market. In organization and implementation of these courses the interests, needs and abilities of these people shall be considered.

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The participants of these courses shall benefit from the rights addressed to apprentices and students within the scope of this Law.

BASIC LAW ON NATIONAL EDUCATION(1)

Law Number: 1739 Date of Enactment: 14.6.1973Published Official Gazette: Date: 24.6.1973Number: 14574 I – Scope: Article 1 – This Law systematically covers the essential provisions on the basic aims and principles of regulating national education, general structure of the education system, teachers, school buildings and facilities, training equipments and materials, and basic duty and responsibility of the Statein education and training. The Basic Principles of Turkish NAstional Education

I – Generality and Equity: Article 4 – The education agencies are open for everyone without discrimination upon language, race, gender, disability and religion. No privilidge shall be addressed to anybody, any family, group or class.

II – Needs of theindividual or the society: Article 5 – National educatin service shall be organized according to wills and abilities of Turkish citizens.

III – Guidance: Article 6 – The individuals shall be raised by directing them to several programs or schools to the extent and in line with their interests, tendencies or abilities.

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IV – Right of Education: Article 7 – Primary Education is the right of every Turkish citizen.The citizens may benefit from post Primary Education institutions in line with their interests, tendencies or abilities.

V – Equal opportunities: Madde 8 – Female or male everone has the Equal opportunty in education. Necessary aids are provided such as free boarding, scholarship, credits and etc to ensure that successfull and poor students have access to the highest levels of education. Extraordinary measures are taken to raise children with special need of education or protection.

VI – Continuity: Article 9 – Continuity of general and occupational education of the individuals is essential.

Besides training of the youth taking measures to continue adult education to ensure them adopt in life and labor market.

LAW ON PRIVATE EDUACTION INSTITUTIONS

Law Number: 5580Date of Enactment: 8/2/2007Published Official Gazette: Date: 14/2/2007 Number: 26434

Objective and ScopeARTICLE 1 – The aim of this Law is to regulate the principles and procedures upon permission of private education institutions , which would be opened by legal persons under private law or the entitites those are managed by private law, transfer , movement, employment staff, financial support to be made, education training, management, auiting and monitoring of these institutions

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and education-trainnig, management, auditing, monitoring and employment staff in the private education agencies established by foreigners. This Law covers real persons of Turkish origin, private law legal entities or the entities managed according to private law or the private education institutions established by foreigners. DefinitionsARTICLE 2 –b) Institution:Pre -school education, primary education, middle school, private education centers, courses, special education courses, distance learning centers, motor vehicle driving courses, in-service education centers, student supportive courses, special education and rehabilitation centers or similar education agencies, c)(Amended: 1/3/2014-6528/9 art) School: Special education, pre-school, primary school, secondary schools and special secondary schools whose activities would continue until the end of 2018-2019 education period. g)(Amended: 1/3/2014-6528/9 art.) Several Courses: special education cources acting to develop social, artistic, sportive, cultural and occupational skills and experiences of individuals, and to qualify spare time of attendants,h) Special Education School:Private Schools in service of individuals with special education needs, with specially trained staff and developed curriculums,k) Special education and rehabilitation centers:Private education agencies to eliminate speaking, language problems, vocal problems, mental, physical, sensual, social, emotional and behavioral problems of the individuals with special education needs or to reduce these problems at minimum possible level , to raise their talents at maximum level again, to develop self care skills and to adopt them in society.

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PermissionARTICLE 3 – In order to start education in an institution the permission is compulsory. Applications shall be submitted to related branch of national education. Permit is given to the institutions except the schools,which are already approved by Governor Office. The applications, which the Governor office approved, will be sent to the Ministry to receive permission. Nobody can be enrolled unless the permission is received. (Addendum: 1/3/2014-6528/10 art.) All education and training activities under any form is subject to approval and monitoring of the Ministry. The executors of these activities shall obey the rules predicted by the Law.

Management of Education and training institutions. ARTICLE 6 – Education and training shall be conducted in line with the principles and purposes of Turkish National Education defined in Law on Basic Law of National Education numbered 1739.

Education program, which is to be applied in institutions and weekly schedule, shall be defined within the framework of procedures and principles of official sgencies. Different education programs and schedules may be used when the Ministry approves.

Employed Staff MADDE 8 – Education-training and management services shall be conducted by managers and education-training staff, who work essentially in these institutions.

One third of existing training hours in the year of establishment and two third following three years after establishment shall be provided by main teachers, master trainers or experts of the institution.

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In management and training-education services of the institutions the ones, who carry necessary qualities and skills to be assigned in an equivelant agent or if there is no equivelant then the ones who carry qualities and skills according to regulations shall be employed.

When necessary, the teachers in official schools may provide paid training for half time of their own schedule in these institutions with the condition that they complete their obligatory weekly schedule. (Deleted second sentence: 1/3/2014-6528/14 art.)

Ten hours of paid training assignment may be given to master teachers and trainers or other Civil Servants, who carry necessary qualifications.

LAW ON MUNICIPALITIES

Law Number: 5393 Date of Enactment: 3.7.2005Published Official Gazette:Date: 13.7.2005Number: 25874

ObjectiveArticle 1- The aim of this Law is to regulate establishment of the municipalities, organs, management, roles, powers and responsibilities and working principles and procedures.

Roles and Responsibilities of Municipalities Article 14-Municipality services shall be provided in the nearest places to the citizens by using most appropriate methods.Suitable methods are used in service for the disabled, elderly, need and low income people.

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Roles and Responsibilites of the MayorArticle 38- Roles and Responsibilites of the Mayor are as follows:n) To use the budget spared for poor and needy people. To conduct services for the disabled and to establish center for disabled.

Expenses of the MunicipalityArticle 60- Expenses of the Municipality are as follows:i) Provided social assistance and suppor for low income, poor and needy, disabled and lonely people.

Relations with other Institution Article 75- The municipalities shall relate with the following agencies within the limits of their roles and responsibilities upon the decision of municipal council;c) (Amended: 12/11/2012-6360/19 art.)The municipalities may conduct common service projects with occupational organization having public identity, foundations, which are exempt from tax by decision of Council of Ministers and chamber within the context of the Law on Confederations of Tradesmen and Craftsmen dated 07/06/2005 and numbered 5362. In order to conduct common service projects with other associations and foundations permit from the highest government officer.

Voluntary attendance in Municipal Services Article 77- TheMunicipality conducts programs increase activity, saving and efficiency in services and provision of services to elderly, female and children, disabled, poor and needy in health, education, sports, environment, social service and assistance, library, park, traffic and cultural affairs.

The principles and procedures regarding the qualifications of volunteers and their employment shall be determined by a regulation drafted by the Ministry of Interior Affairs.

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LAW ON METROPOLITAN MUNICIPALITIES

Law Number: 5216Date of Enactment: 10/7/2004Published Official Gazette: Date : 23/7/2004 Number : 25531

Objective Article 1-The aim of this Law is to organize legal status of

metropolitan municipality administration and to ensure conduct of services in a planned, programmed, effective and compatible way.

Roles and Responsibilities of Metropolitand and District Municipalities

Article-7d)Among the services those are mentioned above; to use powers mentioned in Shanty House Law numbered 775, to build park places, sports, resting and fun places and green parks; to provide social and cultural services for elderly, women, youth and children ; to open vocational education and skills; construction , repair and maintenance of religious houses, health and cultural facilities and to protect cultural and environmental patterns; to provide services to develop places, which are important for urban history, and to improve their functions.

Roles and responsibilities of metropolitan mayor m) To use budget, which is spared for the poor and needy people, to establish disabled centers in order to support disability-oriented activities?Expenses of metropolitan municipalities j)Social services and assistance for low income, poor, needy and lonely people. Additional Article 1- (Addendum:1/7/2005-5378/40 art.)

In metropolitan municipalities, disabled service centers shall be established to provide information, awareness raising,

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direction, and guidance, social and occupational rehabilitation. These units, act in coordination with associations, foundations, and their federations, which are established to provide services for the elderly. The procedures and principles of establishment, roles, powers, responsibilities and function of these units shall be determined by anarticle, which is drafted by the Ministry of Inferior Affairs by taking views of Admisnistration of Disabled People.

REAL ESTATE TAX LAW

Law Number: 1319Date of Enactment: 29/7/1970Published Official Gazette: Date: 11/8/1970 Number: 13576

Subject:Article 1– The buildings within Turkish borders are subject to Building Tax according to the provisions of this Law.

Share:Article 8 – (Amendment: 22/7/1998 - 4369/65.)(Amendment: 8/1/2002-4736/4 art.) The ratio of building tax is 1/1000 for the residences and 2/1000 for other buildings. These ratios shall applied with 100% raise for the places within metropolitan municipality borders and surrounding areas. Bakanlar Kurulu, vergi oranlarını yarısına kadar indirmeye veya üç katına kadar artırmaya yetkilidir.(Ammended second phrase: 30/7/2003-4962/15 art.) Council of Ministers has the power of tax ratio up to zero for the estates of the ones, who certifiy that they earn no money except the ones under 18 and under custody, or the ones, whose income is only the salary they get from social security institutions, the widows and orphans of martyrs,when they have only one residence below 200m² within Turkish borders (including usufruct ) This

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provision is also applied when the above mentioned persons hold share in one residence. This provision is not applied for the places, which are used for rest. Ministry of Finance is authorized to define procedures and principles of proving no income.

The taxes of newly built buildings cannot be less than its land (or land share).(Additional phrase: 30/7/2003-4962/15 art.) This provision shall be applied for four years following the year of delivery of constructions.

INCOME TAX LAW

Law Number: 193Date of Enactment: 31/12/1960Published Official Gazette: 6/1/1961 Number: 1070

In compensations and Aids: Article 25 – The following compensations and aids are exempt from Income Tax:1. The ones which are paid in case of death, disability, illness and unemployment (including compensation for not recalling for work); 2. The aids, which are given for a period of time or for life (The aids for families of soldiers and the aids given by charitable societies or provident funds);9. The aids given to members of providence funda due to death, disability, illness, birtg, marriage etc.

Disability discount: Article 31-(Amendment:9/4/2003-4842/3 art.)The disabled, who lost 80 % of labor force and work in service sector shall be defined as first degree, the ones who lost 60% of labor force and work in service sector shall be defined as second

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degree disabled, and the ones who lost at least 40 percent shall be defined as third degree disabled. The monthly amounts shall be reduced according to the below listed ratios: Disability discount;- For the first-degree disabled is 440.000.000 lira (900 TL),- For the second-degree disabledis 220.000.000 lira (470 TL),- For the third-degree disabledis 110.000.000 lira (210 TL)The principles and procedures in determination of the disability degrees shall be defined by the Ministry of Finance.

Other discountsArticle 89- (Ammended:16/7/2004-5228/28 art.)3. The annual discount, which is estimated according to the provisions of Article 31 upon the submitted income of the self employed disabled (This discount applies for the disabled self employed or service worker, who has responsibility to care someone and the ones , whom are cared of( including total stoppage) .14. (Addendum: 6/2/2014-6518/7 art.)The protected workplace discount shall be applied as 100% discount from total annual salary payments to mentally andemontially disabled people, whose adaptation is difficult within the labor market and who areemployed in the protected work places according to the Law on the Disabled numbered 5378 and dated 1/7/2005 (This discount shall apply for 5 years at maximum and annual discount amount may not exceed 150% of annual gross minimum wage per disabled worker. The Council of Ministers is authorized to raise the ratio in this paragraph up to 150% or to reduce it again to the legal ratio. The Ministry of Finance is authorized to determine procedures and principles of implementing these provisions by taking views of the Ministry of Family and Social Affairs and the Ministry of Labor and Social Security.

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LAW ON TAX ON MOTOR VEHICLES

Law Number: 197Date of Enactment: 18/2/1963Published Official Gazette:Date: 23/2/1963 Number: 11342Exceptions:Article 4 – (Addendum: 26/11/1980 - 2348/4 art.)The motor vehicles drafted below are exempt from tax.c)(Addendum: 25/12/2003-5035/22 art.) The vehicles, which are changed for the disabled, whose disability ratio is over 90%.

BASIC LAW ON HEALTH SERVICES

Law Number: 3359Date of Enactment: 7/5/1987Published Official Gazette:Date : 15/5/1987 Number : 19461Objective Article 1 – The aim of this Law is to organize the essential aspects of health services. Basic PrinciplesArticle 3 – The basic principles regarding health services are as follows: l)(Addendum: 30/5/1997 - Decree - 572/24 art.) In order to prevent disabled child brths, medical and educational efforts are spent before and during pregnancy. The new born babies are put under necessary test for metabolism problems and necessary measures are taken to define risk groups. m)(Addendum: 1/7/2005-5378/34 art.) The Ministry of Health is authorized to give permission for the institutions and agencies which are established by real or legal persons, in order to prduce assisting tools and equipments , which are used in rehabilitative medical services. Permitting of institutions and agencies, standardization of production and staff, function and auditing and

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the status of pre-established institutions shall be determined by the Ministry of Health.

SOCIAL INSURANCE AND UNIVERSAL HEALTHINSURANCE LAW

Law Number: 5510Date of Enactment: 31/5/2006Published Official Gazette: Date: 16/6/2006 Number: 26200

PurposeARTICLE 1 -The purpose of the present Law is to insure the individuals in terms of social insurance and universal health insurance; to lay down individuals who will benefit from such insurances and the rights to be granted, conditions for benefiting from such rights, and the methods of financing and covering; and to regulate the procedures and principles regarding the execution of social insurance and universal health insurance.

ARTICLE 5 - Following are the insurance branches applicable tothe following individuals in terms of short and long-term insurance branches:

b) (Amended: 13/2/2011-6111/24 art.) Work accident and occupational disease and health insurance shall be applicable to candidate apprenticeship and apprenticeship education laid down in Vocational Education Law number 3308 dated 5/6/1986; work accident andoccupational disease insurance shall be applicable to students who subject to compulsoryinternship during their education in vocational high schools or higher education, thestudents who receive complementary occupational and technical education, the monthly premium based income of bursars who are assigned in projects supported by publicagencies and the part time worker student according to 46th Article of the High Education Law numbered 2547 and occupational heaşth and

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safety insurance shall be applied on the people whose income is not more than 30 fold of the daily premium based income in line with the 82th article of this Law. The groups listed in this item shall be deemed to beinsurance holders under item (a) of first paragraphof Article 4 and for the ones who are not under custody are subject to universal health insurance.

c) (Ammended: 17/4/2008-5754/3 art.) (Amended first and second paragraph: 12/7/2013-6495/96 art.)The pensions of individuals, among the war veterans and disabled individuals to whom duty disability pension is paid as per 56th Article of Law Number 5434 dated 8/6/1949 and Law Number 2330 on Granting Compensation in Cash and Pension dated 3/11/1980, who start to work as an insurance holder under items (a) , (b) and (c) of first paragraph of Article 4, shall not be terminated. The provisions of long term insurance branches shall be applicable on individuals working under item (c) of first paragraph of Article 4 without loosing their pensions, whereas work accident and occupational disease insurance provisions shall be applicable to individuals working under items (a) and (b) of first paragraph of Article 4. In case theindividuals, to who work accident and occupational disease insurance provisions are applied, request to be subject to long term insurance branches, long term insurance branches shall also be applied to such individuals starting from the beginning of the month following the date of notification of such request to the Institution. Universal health insurance premiums shall not be charged to individuals under this paragraph.

e) (Amended: 13/2/2011-6111/24 art.) Trainees participating in the profession learning, improving and changing courses organized by Turkish Labour Institution shall be deemed to be insurance holders under item (a) of first paragraph of Article 4 and work accident and occupational disease insurance shall be applicable to these individuals

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(Additional phrase: 11/10/2011-Decree -665/30 art.) Although Turkish Employment Agency is responsible of paying premiums, it is not deemed as employer or work place.Definition, notification and investigation of occupational disease

ARTICLE 14 - Occupational disease refer to the temporary or permanent disease, physical or mental handicapped status, caused by a reason reiterated due to the quality of the work made or worked by the insurance holder or by the working conditions.

Sickness and maternity leaveARTICLE 15 - (Amended: 17.4.2008 - 5754/9th Art.)Sicknesses of the insurance holder under items (a) and (b) of paragraph one of Article 4, other than work accident or occupational disease and which causes the incapacity to work in the individual are sickness statuses.Sickness and invalidity statuses of a female insurance holder or spouse of a male insurance holder under items (a) and (b) of paragraph one of Article 4, a female who receives income or pension due to her own works or spouse of a male insurance holder who receives pension, related with the pregnancy or maternity status, starting from the date of pregnancy up to the first eight weeks or, in case of multi delivery, up to the first ten weeks following delivery, shall be considered as maternity status.

Considering as disabledARTICLE 25- (Amended: 17/4/2008 - 5754/13th Art.)The insurance holder, who is determined by the Institutions Health Committee to have lost working power or minimum 60% of the earning power in profession due to work accident or occupational disease for insurance holders under items (a) and (b) under paragraph one of Article 4 and to have lost minimum 60% of the earning power in profession or at a degree which does not

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allow him/her to carry out his/her duties for the insurance holders under item (c), as a result of examining the reports and the medical documents the report is based on, prepared duly by the providers of healthcare services authorized by the Institution, upon request of the insurance holder or the employer, shall be deemed to be disabled.

However, if it is determined in advance or afterwards that the insurance holder has lost 60% of the working power or earningpower in profession at a degree not to allow him/her to carry out his/her duties before the date of first start to work underinsurance, then the insurance holder shall not benefit from invalidity pension due to such disease or handicap.

The provisions on invalidity insurance shall not be applied for such diseases or handicaps to individuals who become disabledin the period under arms without terminating their connection with their duties as reserved officers or privates or due to drill,manoeuvre, mobilization or war and whose invalidity does not hinder their original duties or works.

In case the insurance holders under item (c) of paragraph one of Article 4 request in written, such individuals shall be deemedto be resigned, by assigning to other duties or classes where their disability does not cause any hindrance, without applying theprovisions of this article. Even after deemed to be resigned, their right of requesting the application of the provisions of thisLaw is preserved. However, among the individuals who have the possibility of transferring to another duty or class, some of them, who are subject to obligatory period pursuant to special laws cannot not utilize this right unless they fulfil their obligatoryperiod or unless they again take a duly issued report stating that their disability hinders their new duties.

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Among the insurance holders under item (c) of paragraph one of Article 4, the ones who suffer from sickness at a degree not to carry out their duties shall be deemed to be disabled or, pursuant to the provisions of Article 47, duty disabled, depending on the nature of their sickness or the reason of occurrence, if their sickness persists longer than the periods laid down in laws.

The provisions on sick leave of the Law number 657 on Public Servants shall be applicable on the sickness period to be considered for deemed them to be disabled due to sickness, for the insurance holders who are under item (c) of paragraph one of Article 4 and who not subject to personnel laws, until their special laws are enacted. If the sickness cured before the periods laid down in laws relapses within maximum one year, then a transaction shall be carried out by joining the former and New sickness periods.

Procedures and principles on the implementation of this Article shall be regulated by the Regulation to be issued by the Institution.

Rights granted from invalidity insurance and conditions to benefit

ARTICLE 26-The right granted from invalidity insurance to insurance holders is to put on invalidity pension.In order to put an insurance holder on invalidity pension, the insurance holder should;a) be deemed to be disabled as per Article 25,b) (Amended: 17.4.2008- 5754/14th Art.) be holding insurance for a period of minimum ten years and should have paidtotally 1800 days or in case the insurance holder is disabled to the extent of being in need of permanent care of another person, should have

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notified 1800 days of invalidity, old- age or survivors insurance premiums, without seeking any period for holding insurance,c) have submitted a written request to the Institution after quitting the work he/she was working under insurance or closed or transferred the workplace due to his/her invalidity,However, it is obligatory that the individuals who are deemed to be insurance holder as per item (b) of paragraph one of Article 4 should have paid entire premiums or any kind of debts related with premiums, including the universal health insurance.

Rights granted from old- age insurance and conditions to benefitARTICLE 28- Following are the rights granted from the old - age insurance to the insurance holder:a) Putting on old- age pension.b) Making single payment.(Amended second paragraph: 17.4.2008- 5754/16th Art.) For the individuals who are deemed to be insurance holder with this Law for the first time;a) old- age pension shall be granted provided that the individual is over 58 if the individual is female or over 60 if the individual is male and that minimum 9000 days of invalidity, old - age and survivors insurance premiums are notified.However, the number of premium days condition shall be applied as 7200 premium days for the insurance holders under item(a) of paragraph one of Article 4.b) The age condition stated in item (a);1) shall be applied as 59 for females, 61 for males between 1/1/2036 and 31/12/2037,2) shall be applied as 60 for females, 62 for males between 1/1/2038 and 31/12/2039,3) shall be applied as 61 for females, 63 for males between 1/1/2040 and 31/12/2041,

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4) shall be applied as 62 for females, 64 for males between 1/1/2042 and 31/12/2043,5) shall be applied as 63 for females, 65 for males between 1/1/2044 and 31/12/2045,6) shall be applied as 64 for females, 65 for males between 1/1/2046 and 31/12/2047,7) shall be applied as 65 for both females and males as of 1/1/2048.However, age limits applicable on the date on which the number of premium days stipulated in item (a) is completed shall be used in applying the age limits.Insurance holders may benefit from old - age pension, provided adding three years is added to the age limits in items (a) and(b) but not exceeding the age of 65 and that minimum 5400 days of invalidity, old - age and survivors insurance premiums are notified on behalf of them. (1)The insurance holders, who has an sickness or invalidity to the extent requiring to be deemed to be disabled as per paragraph two of Article 25 before the starting to work for the first time and therefore cannot benefit from the invalidity pension, shall be put on invalidity pension, provided that they are insurance holders for a minimum of fifteen years and that minimum 3960 days of invalidity, old - age and survivors insurance premiums are notified.–––––––––––––(1) With Article 16 of Law Number 5754 of 17.4.2008, the term "notexceeding the age of 65" is added after the term "age limits" present in this paragraph and is applied to the text.Based on the examination of reports and the medical documents the report is based on, prepared duly by the providers of healthcare services authorized by the Institution, the insurance holders whose rate of loss in working power is found by the Institution Health Committee to be;

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a) between 50% and 59%, shall have the right to receive old - age pension, without seeking the condition in item (a) ofparagraph two, provided that they are insurance holders for a minimum of 16 years and have notified 4320 days,b) between 40% and 49%, shall have the right to receive old - age pension, without seeking the condition in item (a) ofparagraph two, provided that they are insurance holders for a minimum of 18 years and have notified 4680 days,of invalidity, old - age and survivors insurance premiums. These may be held subject to control examination pursuant to theprovisions of Article 94.The age limit stipulated in paragraph two shall be applied as 55 for the insurance holders who continuously or in rotations atunderground works of mining workplaces determined by the Ministry.Insurance holders, who have passed the age of 55 and are determined to suffer frompremature aging, shall benefit from old -age pension, provided that they fulfil conditions other than age. (1)(Appended paragraph: 17/4/2008 - 5754/16th Art.) One fourth of the paid premium days after the enactment of this Law ofthe ones, among the female insurance holders who request to be put on retirement or old - age pension, who have disabled childto the extent of being in need of permanent care of another person, shall be added to the sum of number of premium paymentdays and these added periods shall be subtracted from the retirement age limits.(Amended eighth paragraph: 17/4/2008 - 5754/16th Art.) In order to benefit from the old - age pensions mentioned in theabove paragraphs, it is obligatory to terminate the connection of the insurance holders indicated in item (a) of paragraph one ofArticle 4 after quitting the work he/she was working at, of the insurance holders indicated in item (b) after submitting a writtenrequest following declaring whether to end the activity subject to

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insurance, and of insurance holders indicated in item (c) offirst paragraph of Article 4 after taking approval from the competent authority to transfer to retirement upon their requests.In order to put the insurance holders stated in item (b) of paragraph one of Article 4 on old - age pension, it is also obligatorythat they should not have premiums or any kind debts related with premiums due to his/her own insurance status, including theuniversal health insurance premium, as of the date of written request. (1)Procedures and principles on the implementation of this Article shall be regulated by the Regulation to be issued by theInstitution.

Determining procedures and principles of medical reports

ARTICLE 95- Pursuant to this Law, the Institution is authorized to determine the procedures and principles for transfers to be made for abroad treatment, for reports on granting working power loss, temporary incapacity benefits, and for healthCommittee reports which will be the basis for loss of earning in profession or of working power due to work accident orOccupational disease, to determine the criteria that should be fulfilled by the health- care service providers authorized to issue such reports, and to return the inappropriate health committee reports and their basis medical documents to the issuing health - care service provider and to request it re - arranged to include determined information.

In the case of objecting to health committee reports prepared duly on transfers for abroad treatment, on duty disability degree, on loss of earning power in profession or on degrees of loss of earning power in profession, found as a result of work accident or occupational disease, and to decisions reached by the Institution based on other documents, the issue shall be decided on by the Social Insurance Health High Committee, by examining the duly

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prepared health committee report and its basis medical documents, and other required documents. (1)Procedures and principles on the implementation of this Article shall be regulated by the Regulation to be issued jointly by the Institution and the Ministry of Health.

Transitional provisions concerned with Act 5434PROVISIONAL ARTICLE 4- (Amendment: 17/4/2008 - 5754/68 art.)As of the effective date of this Act, in accord with Act 5434, dated 8/6/1949; payment to individuals who are granted with monthly pension, indemnity, war invalidity increase, other payments and assistance and who are granted with supplementary payment is continued to be paid, as long as they have the conditions specified in Act 5434 for themselves, including provisions abrogated by this Act. However, pensions and other payments of individuals who receive widow and orphan pensions due to participants who have actual service period between 5 and 10 years are continued to be paid as long as they have the conditions specified in articles 32, 34 and 37 of this Act.Procedures are carried out in accord with provisions of Act 5434, including its provisions that are abrogated with this Act, for individuals whose participations ended before the effective date of this Act and who claim allotment and individuals who claim allotment in accord with provisions of Act 5434 before the date this Act has taken effect.Procedures are carried out in accord with the first clause of article 47 of this Act for individuals who are participants in Accord with Act 5434 after this Act has taken effect and has started to work as subject to sub clause (c) of the first clause of article 4 of this Act and who are in the scope of duty disability.Unless there is no contradictory provisions exist in this Act; procedures are carried out in accord with provisions of Act 5434,

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including its provisions abrogated with this Act, for individuals who are included in sub clause (c) of the first clause of article 4 of this Act as of the effective date of this Act while they were participants, individuals who worked as being subject to provisions of Act 5434 before this Act has taken effect and restarted to work as being subject to sub clause (c) of the first clause of article 4 of this Act and their widows and orphans.Procedures are carried out in accord with provisions of Act 5434, including provisions that are abrogated by this Act concerning granting, increasing, decreasing, discontinuing, re - starting, single payment, action continuation, recreate and borrowing, other payments and assistance and retirement premiums of individuals who are in the scope of this article, andProvisions of abrogated Act 2829 are taken into consideration thereto in the implementation of this article.––––––––––––––(1) Title of this article “Implementation of provisions of previousLegislation, state assistance and provisional payment for disability for service” has been modified as it is written in the text, with article 68 ofAct 5754, dated 17/4/2008.For individuals who started to work as being subject to provisions of Act 5434 before the effective date of this Act and who were hired according to the pertaining legislation before they started to work and individuals who have a medical board report displaying that they are at least 40% disabled and individuals who document that they are at least 40% disabled from birth and, among these individuals, those who are insured in the scope of sub clause (c) of the first clause of article 4 of this Act at the pension claim date; old - age pension is granted based on provisions of this article, when they claim, with the condition of declaration of at least 5400 days of long term insurance branch premium or retirement deduction payment. However, after starting to work, as a result of investigation of reports which are to be issued duly by medical

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boards of health service providers, authorized by the Institution, and of supporting medical documents, with the condition of assessing a ratio of work strength loss of;a) 50% to 59%, at least 5760 days,b) 40% to 49%, at least 6480 days,of long term insurance branch premium is declared for insurance holders, provisions of this clause are implemented on their behalf of provisions of the said Act.

Some transitional provisions pertaining the retirement age (1) (Supplementary clause: 17/4/2008 - 5754/70 art.) Individuals who are in the scope of sub clause (c), clause one of article 4 and also considered as insured for the first time from 8/9/1999 to 30/4/2008 are benefited from partial old - age monthly pension, with the condition of completing 58 years of age if they are women, 60 years of age if they are men and payment of exactly 25 years of insurance premium or with the condition of completing 61 years of age and payment of at least exactly years of invalidity, old - age and survivors insurance premium.Individuals who are insured in the scope of Act 2925, dated 17/10/1983 and also who are considered to be covered for the first time from 8/9/1999 to 30/4/2008 are benefited from old - age monthly pension; with the condition of completing 58 years of age if they are women, 60 years of age if they are men and having been insured for fifteen years and payment of 3600 days of invalidity, old - age and survivors insurance premium.(Amended second clause: 17.4.2008 - 5754/70 art.) Individuals who are in the scope of sub clause (b), clause one of article 4 and also considered to be covered for the first time between 8.9.1999 and 30.4.2008 are benefited from partial old – age monthly pension, with the condition of completing 58 years of age if they are women, completing 60 years of age if they are men and payment of exactly 25 years of insurance premium or with the condition of completing 60 years of age if they are women,

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completing 62 years of age if they are men and payment of at least exactly 15 years of invalidity, old - age and survivors insurance premiums.Among individuals who are considered to be insured according to the Social Security Act, 506 with some of its provisionsnabrogated before the effective date this Act;a) Individuals who work permanently in underground work places of mining work places determined by the Ministry for at least 20 years and with the payment of at least 5000 days of invalidity, old - age and survivors insurance premium at these works are granted with old - age monthly pension with their written claims, without seeking age conditions specified in sub clause (a), clause two, article 28.b) Individuals who work permanently in underground work places of mining work places determined by the Ministry for at least 25 years and with the payment of at least 4000 days of invalidity, old - age and survivors insurance premium at these works are granted with old - age monthly pension with their written claims, without seeking age conditions specified in sub clause (a), clause two, article 28, same as insurance holders who paid 8100 days of premium.c) Individuals who complete 50 years of age and spend at least 1800 days of their work which is subject to invalidity, old - ageand survivors insurances in underground work places of mining work places determined by the Ministry also are benefitedrom old - age monthly pension with the other conditions specified in the first clause.(Amended fifth clause: 17/4/2008- 5754/70 art.) In case work terms of insurance holders who started to work in Works specified in the fifth clause before the effective date of this Act is at least 1800 days, spent in these works before or after theeffective date of this Act, one fourth of these works is added to the number of premium payment days. Invalidity, old - age andsurvivors insurance premium for them is 23% of prime earning of insurance

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holder. 9% of this is insurance holder share and14% of it is employer’s share. Provisions of this Act pertaining price increases in actual service period are implemented forindividuals who started to work in underground works or in works alternated with underground works for the first time after theeffective date of this Act.

Transitional provisions pertaining to invalidity and injury provisions of Act 506 (1)PROVISIONAL ARTICLE 10 - Among individuals who are in the scope of sub clause (a), clause one, article 4 and also insured for the first time before the effective date of this Act those who had an illness or disability to be considered as invalid upon abrogated article 53 of the Social Security Act, 506 before the date they start to work as insured and therefore cannot benefit from invalidity pension are benefited from old - age pension regardless of their age and with the condition of being covered for at least fifteen years and payment of at least 3600 days of invalidity, old - age and survivors premium.(Amended second clause: 17/4/2008 - 5754/71 art.) Procedures are carried out according to sub clause (b), clause (c), abrogated article 60 of the Social Security Act, 506 and provisional article 87 for individuals who are insured before the effective date of this Act and also have earned the right to benefit from tax reduction due to their invalidity before or after the effective date of this Act.In the cut off and reassignment of pensions, provisions of this Act before its effective date are effective for individuals who benefited from tax reduction due to their invalidity before the effective date of this Act and who are also assigned with old – age pension.Replacement rate for pensions allocated according to the first and second clauses shall not be lower than the ratio estimated over 5400 days.(Supplementary clause: 17/4/2008 - 5754/71 art.) Invalidity pension is granted to individuals who make a request for

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determination of their invalidity state before the effective date of this Act and to individuals who are determined that they were disabled after the effective date of this Act with the condition of carrying other conditions in acts 506 and 2925 as well. Lower limit of invalidity pension specified in clause four of article 55 and lower limit of invalidity pension specified in clause two, article 33 is implemented in invalidity and survivors pensions that are to be assigned according to Act 2925, dated17/10/1983 and Act 2926, dated 17/10/983, abrogated by this Act, by comparing the limits with old- age monthly pension assigned upon the same acts.

Transitional provisions of universal health insurancePROVISIONAL ARTICLE 12 - (Amendment: 17/4/2008 - 5754/68 art.)Sub - sub clause (1) of sub clause (c) of first clause of article 60 of this Act is not implemented within two years from the effective date of this Act. Within this period, with the condition of no changes in the states of individuals who have a green card and individuals who are to receive a green card in the scope of Act 3816, dated 18/6/1992, without any need for another process, are considered as universal health insurance holders within the scope of sub - sub clause (1), sub clause (c), clause one, article 60 of this Act.With the application to receive a green card in the scope of Act 3816, for individuals whose monthly income amount per person in the family determined in accord with provisions of Act 3816 is determined to be between one third of minimum wage up to minimum wage, one third of thirty day amount of lower limit of daily earning which is the basis of premium, determined according to article 82, is accepted as the minimum wage amount, which is the basis of premium; for individuals whose monthly income amount is determined to be between minimum wage up to twice as much as minimum wage, thirty day amount of lower limit

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of daily income, which is the basis for premium, determined according to article 82 is accepted as minimum wage amount, the basis of premium; for individuals whose monthly income amount is determined to be more than twice as much as minimum wage, two times as much as thirty day amount of lower limit of daily income, which is the basis for premium, determined according to article 82 is accepted as the minimum wage amount.In health services received apt to the forwarding chain, initiated by family physicians, participation shares specified in clause two, article 68 may be applied by decreasing them in a 50% ratio for a period of three years.Individuals whose treatment assistances are met according to the pertaining acts are considered as universal health insurance holder or the person to be taken care of by the universal health insurance holder, in the light of this Act. Female children for whom there is a liability of care as of the effective date of this Act are considered as individuals to be cared for according to this Act. However, when there is a change in their states, benefit conditions from health services are redefined in accord with the provisions of this Act. Information regarding insurance holders and individuals for whom the insurance holder is liable to care for is submitted to the Institution within three months the latest after the effective date of this Act.

CRIMINAL CODE

Law Number: 5237Date of Enactment: 26/9/2004Published Official Gazette: Date: 12/10/2004 Number:25611Hatred and DiscriminationArticle 122- (Amended: 2/3/2014-6529/15 art.)1) Any person who makes discrimination between individuals because of their racial, lingual,

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religious, sexual, political, philosophical belief or opinion, or for being supporters of different sects and therefore;a) Prevents sale, transfer of movable or immovable property, or performance of a service, or benefiting from a service, or bounds employment or unemployment of a person to above listed reasons,b) Refuses to deliver nutriments or to render a public service,c) Prevents employment of a person d) Prevents a person to perform an ordinary economical activity,is sentenced to imprisonment from one year to three years or imposed punitive fine.Failure of public officer in notification of an offenseARTICLE 278 (Terminated:by decision of Constitutional Court on 30/6/2011 and Numbered2010/52, K.:2011/113.; Amended: 2/7/2012-6352/91 art.)

(1) Any public officer who neglects or delays in notification of an offense to the authorized bodies, is punished with imprisonment for one year.(2) In case of an offence, whose negative effects could be limited shall be executed acording to the article above. (3) If the victim is child below fifteen, physically or mentally disabled or a pregnant person, who cannot defense herself, then the punishment is raised for an half.

TURKISH CIVIL CODE

Law Number: 4721Date of Enactment: 22/11/2001Published Official Gazette: 8/12/2001 Number: 24607d. Distinguishing power ARTICLE 13-

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According to this Law, every person who is not minor, or mentally defective or suffering from mental illness, or intoxicated, or beyond self-control by similar reasons, is deemed to possess distinguishing powerIII. Physical incapacitiness 1. In general ARTICLE 14- Infants and persons who are in a state of disability or lack of distinguishing power are regarded non sui juris.

2. Lack of distinguishing powerARTICLE 15-Provided that the cases specifically indicated in the Law are being reserved,any act by a person lack of distinguishing power may not lead to legal consequences.

B. The Context of the Protection II. Education Article 340- Parentseducate their children in their capacities, and they ensure physical, spiritual, emotional, moral ans social development. Parents provide a general and occupational education to their children, especially physically or mentally disabled ones. C. Protection of childI. Protection measures1. Generally Article 348-If no results are taken from other measures regarding protection of the child or incapability of those measures taken would be understood, the judge may decide upon termination of custody in the following cases: 1. (Amended: 1/7/2005-5378/38 art.)When the parents cannot conduct parental responsibilities due to the lack of experience,illness, change in address of the parents. 2. When the parents do not show sufficient care to parents or neglect their responsibilities.

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If custody is terminated for both parents, then a protector shall be assigned on the chid. If the opposite is not declared, termination of cutody covers all liing or prospective children.

CUSTODY NEEDED

B. LimitationI. Mental Illnes or mental disability Article 405- Every adult, who may not conduct their work due to mental illness or incapacity or need constant help for care or the ones endanger other people’s life shall be limited. The public authorities, notaries or courts, who realize a case necessitating custody, shall inform custody office. IV. Upon RequestArticle 408- Each adult, who prove that he/she cannot manage duties due to age, disability, lack of practice or serious illness may ask for custody. C. ProcedureI. Being heard of who concerned and expert reportA person can not be interdicted without being heard because of his or her squandering, alcohol or narcotic drug addiction, bad life fashion, mismanagement or his or her request.There can only been decided to interdiction upon official medical board report because of mental illness or mental weakness. Judge, before making decision, may hear the person who is required to be interdicted by considering board report.

V. Reasons of Regret from Custody Article 417- The following persons do not have to accept guardianship: 1. Persons who completed age of sixty, 2. Persons who can do that duty with difficulty because of their physical disability or permanent illness,

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3. Persons who are parental custodian of more than four children, 4. Persons who hold guardianship duty, 5. The President, members of the Grand National Assembly of Turkey and the Council of Ministers, members of judgeship and prosecutorship profession.

RESTRICTION OF FREEDOM FOR THE PURPOSE OF PROTECTION

A. Its conditionsEvery major person who causes danger for community because of any of reasons such as mental illness, mental weakness, alcohol or narcotic drug addiction, infectious disease posing serious hazard or vagabondism, in case personal protection of him or her could not been provided in any other way, is placed into a suitable institution for his or her education or rehabilitation or may be detained. Public officials, who discover existence of any of such reasons while executing their duties, are obliged to notify immediately that circumstance to competent guardianship authority.

Difficulty that the person has brought to his or her environment in this matter is also regarded.The person concerned is discharged from institution as soon as his or her condition becomes convenient.

E. ProceduresI. GenerallyArticle 436- Restriction of freedom for the purpose of protection, is subject to the Civil Procedure Code, without prejudice to the following rules: 1. When making decision it is obligation to be informed of the person concerned about the reasons of that and warned in written that he or she can raise objection at the audit authority against decision. 2. There shall forthwith be notified in written to a person who has been placed into an institution that he

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or she can raise objection within at the latest ten days at the audit authority against decision of being detained or refusal of request to be discharged from institution. 3. Every request which necessitates court decision shall be transmitted to the competent judgewithout delay. 4. Guardianship authority or judge that made decision of placement may postpone discussion of that request according to features of the situation. 5. There may only be decided after been taken medical board report about the persons having mental illness, mental weakness, alcohol or narcotic drug addiction, infectious disease posing serious hazard. Audit authority may withdraw from that in case guardianship authority applied to expert in earlier time.END OF CONDITIONS NECESSIATING CUSTODY2. In case of menta illness and mental disability Article 474- There may only be decided removal of guardianship on the person who has been interdicted because of mental illness or mental weakness, in case it has been determined by a an official medical board report that the reason of interdiction disappeared.

DECREE ON SPECIAL EDUCATION

Date of Decree: 30/5/1997, Nr:573Date of Authorizing Law : 3/12/1996, No:4216Published Official Gazette. Date: 6/6/1997 Number: 2311 (Repeated)ObjectiveArticle 1 –The aim of this decree, is to determine principles in order to ensure the people with special education needs upon their rights of taking general and occupational education in line with general prnciples and Essentials of Turkish Educational System. ContentArticle2 –This Decree covers educational services, which are directly or indirectly provided to the individuals with special

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education needs and the schools, institutions or programs which provide all these trainnigs. DefinitionsArticle 3 –The following concepts;

a) "Individual with special education necessity”, means the individuals, who Show significant difference from their peers in terms of individual specifications or educational capabilities due to several reasons,

b) "Special Education",means the education, which is conducted for the individuals with special education needs and by specially trained staff, developed programs and in appropriate environment.

c) "Integration” means education spheres, which are developed to realize educational purposes and to ensure mutual interaction of the individuals with special education needs with others.

d) "Identification",means evaluation process by defining all developmental aspects of individuals with educational purposes. Basic prnciples of special education Article 4 –The principles of special education in line with the essential aspects of Turkish National Education are as follows: a) All individuals shall benefit from special education in line with to the extent of their interest, desires, abilities and skills. b) It is essential to start special education as soon as possible. c) Special education services shall be planned and executed to the maximum extent that the individuals would not be seperated from their social and physical environments. d) The individuals with special needs, shall primarily be educated with other individuals by making adaptations in terms of purposes, content and training processes by considerng educational performances of them.

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e) In order to conduct education in every level in a continuous way, cooperation with institutions and agencies for the individuals with special needs is necessary. f) Development and implementation of specific trainings for the individuas with special needs is essential. g) It is essential that the families shall participate in every level of special education. h) In development of special education policies, the views of individuals with special education necessities shall be considered. i) Special education servicesshall be planned to the extent that it covers interaction and integration process with the society.

Education and Training Diagnosis-Evaluation and Placement Article 5 –In diagnosis at every level, educational performance level of individual shall be determined, qualifications in development sphere shall be elaborated, and education objectives and services shall be planned and placement in the most appropriate place shall be determined. The opinions of family shall be asked and their involvement shall be ensured in diagnosis, evaluation and placement stages.

Early childhood period Article 6 –Special education services in early childhood period shall be conducted in homes and institutions on the basis of informing and supporting the families.

Pre-school education Article 7 –Pre school education is compulsory for the children, who are diagnosed with special needs. These trainings shall be given in special education schools and in other agencies. By considerin developmental and individual qualifications, the durations of pre school special education may be prolonged.

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Primary EducationArticle 8 –Preparation classes can be opened fort he children, who finished pre school education and reached at the age of compulsory education.The aim of the preparation class is to transform them to a level that they can follow formal education by considering developmental and individual development skills. The individuals with special education needs shall endure their training in special education schools and/or in other primary schools. Institutions, where trainings programs that are prepared by considering performance levels of in development spheres of individuals without capacity to follow compulsory primary education programs.

Secondary EducationArticle 9 –The individuals with special education needs may endure their secondary education in special education and7or other general and occupational technical schools.

Higher EducationArticle 10 –Necessary measures shall be taken to ensure individuals with special needs may benefit from higher education in line with their interest, desire, skills and talents.

Universal EducationArticle11-Universal education programs shall be conducted in order to develop basic living skills of individuals with special education needs, respond their education needs, prepare them to work and occupation. Priority shall be given to the universal education programs to promote their active role in developing skills and integration of the individuals with special education

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needs for the families and close peers of individuals with special education needs. Education EnvironmentIntegrationArticle 12–The educations for the individuals with special needs shall be conducted in line with individualized education plans and with their peers in every level of schools and institutionsand by using proper methods and techniques.

Education in Special Education Schools Article 13 –The education for the students with special needs and who are obliged to attend a seperate school from their peers with similar incapabilities shall be endured in special education centers by using proper integration models.

Suppor in special educationArticle 14 –Special education support shall be given in order to realize objectives of the programs those they follow in every stage of their education. In this purpose, individual and in group education opportunities shall be provided. Education programs shall be conducted for the individuals, who are at compulsory education age but with no capacity to attend any kind of education institution, in order to develop basic living skills and learning needs.

Education programs Madde 15 - Education programs in special education shall be conducted by considering educational performances of individuals and by adopting the aims of the program. Normal school programs shall be applied in special education classes. However; by considering skills and abilities of the students, some arrangements can be made without deforming equity in the programs. Special education schools and programs

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shall be prepared to convey their students on the abilities to follow progrms together with their peers. In special schools or classes some programs, whose content is prepared according to the skills of students, can be applied. The subjects such as the verification of the diplomas and certificates given to the ones, who completed these programs or transmitting to higher education institutions, shall be determined by the Ministry. Occupational and vocational programs, which may prepare individuals with special education needs to valid jobs within labor market in line with their needs and talents; shall be endured in order to ensure that the individual can conduct that work at expected level. EvaluationArticle 16 –The level of realization of the objectives within prepared education plan by the students with special needs and who attend schools together with normal peers, shall be elaborated according to the regulation of their school for promotion andexamination.However, by considering disability status and qualifications, necessary measures are taken or arrangements are made in examinations(2).In evaluation of students, who are educated in special education schools and classes, realization of objectives within individualized education plans shall be primarily considered.

Coordination Special Education, Guidance and Psychological Counselling Services Article 17–Special Eduction Guidance and Psychological Counselling Units shall be estanlished with the chairmanship of one deputy provincial director of national education or a branch manager in order toOrganize Guidance and psychological counselling services and special education services in education

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and training institutions, ensure coordinated conduct of these activities, monitor and evaluate education services. Special education and psychological counselling services shall be conducted by these units in the provinces.

Special Education Madde 18 –Day or boarding schools shall be opened for the individuals with special education needs and who must be educated in different schools in line with their disability status and other qualities.Special education classes shall be opened in special eduction institutions for the students with mre than one disability. Accomodation and food expenses of the individuals, who attend in universal education programs and the first degree relatives of students, who are enrolled in family education programs within special education schools, shall be recovered by the Ministry. Special Education InstitutionsArticle 19 –Special education institutions shall be opened in order to support individuals with special education needs, to prepare them for work, or to develop basic living skills oftheones, who cannot benefit from formal education or to respond their training needs.The people, who attend in occupational courses in special education institutions, which are opened to prepare individuals with special education needs, shall benefit from the rights promoted by the Law on Apprenticeship and Vocational Education numbered 3308 and dated 5/6/1986.

Special education in other schools and institutions Article 20–The individuals with special education needs, whose conditions are available to receive education together with normal peers. In these schools special education classes shall be opened

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for them, special tools and equipment are provided in these classes, and special measures are taken in that purpose. Special education classes shall be opened in pre-school, primary school and secondary school for the students, whose conditions necessiate education in seperate classes. These practices shall be applied in apprenticeship and in universal education activities.

Institutions Supporting Special Education Guidance and Research Centers Article 21 –Guidance and Research centers, analyse and diagnose, individuals with special education needs and suggest the most appropriate education environment and provides them guidance and psycological guidance service besides any kind of necessary effort to ensure effective and efficient conduct of guidance and guidance services within education and training institutions. Guidance and counselling centers may be opened in citycenters and other districts according to their population and service potential. Guidance And Psychological Counselling Services Article 22 –Guidance and Pschological Counselling Services, which are established in special education institutions in order to bring out guidance and counselling services to the students, who are enrolled in formal and universal education institutions provide services to individuals with special education needs according to their education needs and qualifications. These services shall coordinate with regional guidnce and research centers and other relevant instituitons in conducting services. Special Education in Official and Private Education Institutions Article 24 –Official pre-school, primary school and secondary schools and universal training institutions are obliged to provide

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special education services. In these schools and institutions necessary measures are taken to ensure education-training of the individuals with special education needs. StaffArticle 25 –The staff needs of special education schools and institutions or supportive instiutions and schools must be primarily responded. Needen staff shall be appointed. Needed staffs are assigned in cooperation with other institutions and agencies.

Investigation and Auditing Article 26–The investigation and auditing of the specila education schools and institutions anf supportive schools and institutions shall be conducted by inspectors, who are specifically trained on special education and/or guidance and counselling.

Special Education ToolsArticle 27–As long as the individuals with special educationneeds continue their education or training, any tool-equipment shall be provided by the Ministry.

ExecutionArticle 30 –The provisions of this Decress shall be exwcuted by Council of Ministers.

REGULATION ON NORM CADRES OF MANAGERS AD TEACHERS IN EDUCATION INSTITUTIONS LINKED WITH THE MINISTRY OF NATIONAL EDUCATION

Decision Date of Council of Ministers: 16/6/2014 Nr: 2014/6459 Date of Basis DecreeDayandığı: 25/8/2011 Nr: 652 Date of Publishment in Official Gazette: 18/6/2014 No: 29034

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ObjectiveARTICLE 1- (1) The purpose of this Regulation is to organize determination of norm cadres of managers or teachers in formal and universal education institutions,which arelinked with Ministry of National Education. ContentARTICLE 2- (1) This regulation covers all education institutions at every kind or level and linked with the Ministry of National Education.Form Teacher Norm Cadre ARTICLE 16- (1) In Primary Schools for each class with at least 10 students 1 form teacher cadre shall be assigned. Special Education Norm Cadre ARTICLE 17- (1) In Special education institution and in special education classes;a)1 teacher for each nursery class for students with special education needs, b)1 teacher for each class opened in primary schools for people with visual or audial disabilities. c)(Abrogated: 17/10/2016 - 2016/9488 L.) d)(Abrogated: 17/10/2016 - 2016/9488 L.) 2 students in each education institutions at every grade and kind,except nursery schools and classes, for median and high level mental disability or median level autisim, e)2 teachers for each class or branch opened for low grade mental disabilities at prmary school or secondary school levels,f)1 teacher for each class or branch for low grade mental disabilities at high school level. g)2 teachers for each class and branch opened for students with more than one disability, by considering the kind of disability. h)1 teacher for up to 26 students in boarding special education primary schools and 2 teacher above 26 students.

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(2)(Amended: 17/10/2016 - 2016/9488 L.) 7 teachers in Guidance and Counselling Centers within provinces or districts , whose population is below 100.000 , 1 more for each more 100.000 and 1 more if the balance is at least 50.000 .(2) In school guidance servicesOkul rehberlik servislerine; a) (Amended: 17/10/2016 - 2016/9488 L.) 1 guidance teacher for special education schools, except special education nursery schools, if the total number of students is more than 25 (given to the institutions whose students are more than the others within the same building or garden).

MINISTRY OF EDUCATION REGULATION OF

SPECIAL EDUCATION INSTITUTIONS

Date of Official Gazette : 18.05.2012 Number of Official Gazette : 28296Purpose and ContentARTICLE 1 – (1) This Regulation, is prepared to determine principles and procedures in recovery of supportive training costs (Revised statement: OG-24/5/2013-28656) , the education, training,management (Revised statement: OG-24/5/2013-28656) and education programs to be applied for disabled people (Revised statement: OG-24/5/2013-28656) according to groups and grades of disability in special education schools and special education and rehabilitation centers opened within the context of Law on Special Education Institutions Numbered 5580.

ARTICLE 3 – (1) The following;a)Family training:(Revised statement: OG-24/5/2013-28656) means all efforts to increase active participation of families by determining needs of disabled people in terms of special education, and to inform the people, who directly participate in

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education process of disabled people (Revised statement: OG-24/5/2013-28656)about disability and incapabilities, to declare their legal rights and responsibilities, conduct psychological guidance and counselling(Revised statement: OG-24/5/2013-28656), ç) Individual education:The necessary training, which is prepared for the disabled, by considering developmental and individual abilities (Revised statement: OG-24/5/2013-28656) of individuals with special education needs, (Revised statement: OG-24/5/2013-28656)according to their disability groups and level of disabilities (Revised statement:OG-24/5/2013-28656) and in line with the supportive training programs defined according tokind of the disability.(Revised statement:OG-24/5/2013-28656) d) Unit of developing individualized education programs: These are the units, established in order to prepare individualized education programs (Değişik ibare: OG-24/5/2013-28656) in line with the ğerformances and needs of the disabled students within their schools or centers of education.f) Supportive education service:The education provided to the individuals, who are deemed as disabled and appropriateby health institution report(Revised statement: OG-24/5/2013-28656), g) Supportive training program:Education program,(Değişik ibare: OG-24/5/2013-28656) which is approved by the Ministry by considering qualifications of the disability and individual development capacities in special education and rehabilitation centers or units (Revized Statement: OG-24/5/2013-28656) l) Report of Special Education Evaluation Board: The report, which is drafted for the individuals with special education needs as a result of educational assessment and diagnosis. o) Special Education and Rehabilitation Centers:Special education institution, which provides supportive education to the individuals, who are determined as in need of supportive education (Revised statement: OG-24/5/2013-28656),

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SECOND PARTThe Purpose of Education Services Provided in Special Education InstitutionThe Purpose of Education Services Provided in Special Education Schools and Units of Schools ARTICLE 4 – (1) The purpose of the special education schools is to ensure the following in line with Turkish National Education stated in Basic Law on National Educatşon dated 14/06/1973 and numbered 1739, (Revised Statement: OG-24/5/2013-28656); a) To use their rights of general and vocational education by facilitating their interests, desires, abilities and talents, b)To let them be raised as productive individuals, who realize their roles in society, build up good relationships with others, work in harmony,can adopt to their environment.c)To ensure their adoptation in society and to become self sufficient, develop self care, independent living, and functional academic skills, to reduce, mental, physical, audial, visual, social, lingual and expression related behavioral problems,d) To ensure their preparation in occupational spheres,higher education and life by ustilizing appropriate education programs, methods, staffa, tools and equipments.(2)(Amended: OG-4/12/2012-28487) In special education schools, special education and rehabilitation units can be opened. (Revised statement: OG-24/5/2013-28656) Early childhood units can be opened in special nursery schools and in primary schools. Vocationl high schools, vocational education centers (schools) and jop practice centers (schools) can be opened in seperate buildings with special gardens.The purpose of the education services provided in special education and rehabilitation centersARTICLE 5 – (1) The objective of the center is as follows in line with the aims and principles of Turkish National Education mentioned within Basic Law on National Education numbered 1739;

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a) (Amended Statement: OG-24/5/2013-28656) preparation of the disabed people to life in line with their needs, talents and abilities through supportive education programs , which were defined by the Ministry, by using special methods, staff, tools and equipments., b) raise of the disabled people as productive individuals , who are adaptive and can develop good relations with the others and who can realize their roles in society,c) To conduct supportive eduaction activities in order to eliminate disability, or to reduce their diability to maximum extent, to raise their talents to highest level, to adopt them in society, to develop their self care skills and independent living skills of the individuals with lingual, expressive, menatl, physical, sensual, emotional behavioral problems. (Revised statement: OG-24/5/2013-28656).SECTION FOUR Education ProgramsEducation Programs of Special Education SchoolsARTICLE 15 – (1) The education programs and schedules of equivelant schools shall be applied within special education schools. In special education and rehabilitatiton units of these school supportive education programs, which are conducted in special education and rehabilitation centers, shall be applied. (2) The school administartions, which may apply different programs and schedules than equivelant schools shall conduct their legislation after they receive approval from the Ministry. Education Programs in Special Education and Rehabilitation Centers ARTICLE 16 – (1) Education programs,which are approved by the Ministry, shall be applied in Special education and Rehabilitation Centers. (2) In special education and rehabilitation centers, individual, individual and group or group trainings shall be provided to individuals, who are deemed appropriate to receive supportive

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education ccording to the report drafted by Special Education Evaluation Commitee.Besides, (Revised statement: OG-24/5/2013-28656) family guidance and counselling services may be provided to the families in order tol et them actively participate in the education of the disabled individuals. (3) When groups are set up in special education and rehabilitation centers; (Revised statement: OG-24/5/2013-28656)the type of the disabled and the degree of disability, age, educational performance and prior education needs of individuals shall be considered.(4) The staff, which will provide supportive education programs, shall be defined by the Ministry.

IEP development unit ARTICLE 18 – (1) IEP development unit conducts services regarding preparation, planning and evaluation of submitted education programs in line with education performance and prior needs of the disabled individuals (Revised statement: OG-24/5/2013-28656).(2) The unit is composed of the following under chieftancy of manager or deputy manager of the institution;a) Counsellor, form teacher, relevant field teachers, parents and students. b) Psycologist or counsellor in special education and rehabilitation centers, education staff, who are assigned to provide supportive training or(Revised Statement: OG-24/5/2013-28656) disabled individual. Payment ConditionsARTICLE 29 – (1) In order to ensure that the specific part , which is determined by the Ministry of Finance, of supportive education costs belonged to the individuals , who attend in special education and rehabilitation units of the Special Education Schools shall be recovered by the Ministry (Revised Statement: OG-24/5/2013-28656); the following cases are required

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a) (Revised Statement: OG-24/5/2013-28656) When health commitee determined that the disability ratio is 20%(Revised Statement: OG-24/5/2013-28656) and recoomended that the disabled person shall receive supportive education after educational assessment or diagnosis is completed.b) (Revised Statement: OG-24/5/2013-28656) When the disabled person is registered in the institution(Revised Statement: OG-24/5/2013-28656)and Disabled Individual Module, c) (Revised Statement: OG-24/5/2013-28656)The prospective supportive education program shall receive approval of Ministry or Governor Office.ç) Necessary number of staff with specific skills to apply modules, which are placed in education programs within the institution. d) (Revised Statement:OG-24/5/2013-28656) At least eight hours of individual and /or four hours group training shall be proivded to disabled person in the institution.e) (Revised Statement:OG-24/5/2013-28656) The individual and /or group education period shall not exceed(Revised Statement:OG-24/5/2013-28656)the total number of hours, pre-determined for the modules withinsuggested supportive education programs. f) Monthly Premium and service documents shall be given to the Social Security Institution. There shall be no fine, Premium and similar debt to SSI or if yes these debts shall be installed, arranged and duely paid according to Law on Principles of Collection of Public Holdings numbered 6183. g) (Amended:OG-29/5/2014-29014) The disabled person at compulsory education age shall be enrolled in e-school system.

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REGULATION ON SPECIAL NEEDS EDUCATİON SERVICES

Date of Publishment in Official Gazette:31.05.2006 Official Gazette Nr: 26184

(Amendement: 14.3.2009 / O.G. : 27169) (Amendement: 31.7.2009 / R.G. : 27305) (Amendement: 22.6.2010 / R.G. : 27619) (Amendement: 21.7.2012 / R.G. : 28360)

Content, Basis and Definitions ObjectiveARTICLE 1 – (1) The aim of this regulation is to arrange principles and procedures towards promoting the individuals with special education needs to benefit from general and vocational education in line with the general objectives nd basic principles of Turkish National Education.ContentARTICLE2 – (1) This Regulation covers the provisions regarding conduct of education and training services, which shall be directly or indirectly applied fort he individuals with special education needs. Basis“ARTICLE 3 – (Ammended: 22.6.2010/27619 OG) (1) This Regulation is prepared on the basis of the 62nd Article of Basic Law on National Education numbered 1739 and dated 14/6/173 , 16th Article of the Law on Disabled People and Changes in Some Laws and Decrees dated 01/07/2005 nd numbered 5378 , on 99th and 178th Article of the Law on Civil Servants numbered 657 and dated 14/07/1965, and provisions of Decree on Special Education numbered 573 and dated 30/05/1997.

Educational Evaluation and Diagnosis, Education PlanEducational Evaluation and Diagnosis

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ARTICLE 7 – (1) On educational evaluation and diagnosis process, the qualifications in every progressive stage, academic capacity and educational needs of the individuals are determined. Eventually, the least limited education environment and special education services shall be decided. (2) (Amended 14.3.2009/27169 OG) The educational evaluation and diagnosis of the individual shall be conducted by special education board , which is set up in guidance and research centers, together with objetive, standart tests and measurement tools those comply with individual qualifications. “In diagnosis mental, physical, spiritual, social development qualities and abilities in academic discipline fields, educational performances, duration of benefiting from education services and individual development report together with the disability report of the individual shall be taken into account.” (3) Educational evluation and diagnosis may be repeated due to transitions in each level of education, individual education performance, and educational needs or demand of the institution. (4) (Amended: 31.7.2009/27305 OG) As a result of educational evaluation and diagnosis Special Education Evaluation Commitee Report (Annex-1) shall be prepared fort he individuals with special education needs. “This report may be renewed forthe students, who receive special education at the end of each period. The supportive education process can be at maximum two years.” (5) National education branches, formal and universal education institutions, health institutions, universities, units of Social Services and Child Protection Institution and local administration units share responsibility to direct individuals with special needs to GRC, in order to make educational evaluation and diagnosis. (6) (Amended: 14.3.2009/27169 OG) Information technology services regarding educational evaluation and diagnosis services,shall be executed through GRC ModuleGuidance, Placement and MonitoringGuidance

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ARTICLE 11 – (1) Guidance is a process, in which the education environment, and service shall be determined, according to the results of educational evaluation and diagnosis. about the individual with special education needs. (2) The individuals, who will receive education from private special education schools and institutions, may directly apply to schools and institutions together with the education plan and special education evaluation commitee report. (3) (Added phrase: 14.3.2009/27169 OG) When necessary, special Education Evaluation Commitee may decide on directing the individual for a shorter period than 1 year. PlacementARTICLE 12 – (1) (Added Sentence: 14.3.2009/27169 OG) Special education services commitee, shall place the individuals to appropriate formal schools and institutions in line with special education evaluation commitee report. This commitee may decide on continuation of integrative education in their own schools in line with Commitee report and parent request.” (2) The following items shall be considered in placement of the individuals in appropriate education environments: a) The individuals with special needs shall continue their education from the possibly least limited environment to the most limited ones including primarily the classes of normal peers, special education classes, Daily special education institutions, boarding special education schools/institutions.b) The placement shall be made in line with the incapability type and degree of the individuals, heir performances within all development and academic discipline spheres, education needs, interests and desires. c) In placement, the staff status of the school and institution, number of students and education environment shall be regarded. ç) The written ideas of the parents shall be considered. d) The individual, shall be placed in the nearest schools and institutions.

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e) The parents may object to the placement decision within 70 days by the time of decision. The guidance and psychological counselling services voard may object within 70 days by the time of enrollment. f) In every stage of the education, decision can be taken to place the individual to most appropriate school or institution. MonitoringARTICLE 13 – (1) Planning og special education services and to enure sustainability of education it is essential to monitör development of the individuals with special education needs from the early childhood period. (2) Monitoring development of the individuals shall be conducted by renewing education plans ech year after assesing realization level of objectives identified in IEP.(3) The activities towards monitoring development of special education needs shall be conducted through coordination among schools, institutions and family integration.

REGULATION ON DISABLED, EX-CONVICTS AND TERROR VICTIMS

 Date of Offcial Gazette: 24 March 2004 Number Of Official Gazette: 25412

  FIRST SECTIONPurpose, Content, Basis and Definitions

Purpose and ContentArticle 1–This Regulation organizes the qualifications of the

disabled workers, who are disabled, ex convict, terror victim and whose employment is obligatory and whose employment is obligatory according to 30th Article of the Labor Law numbered 4857, which works they can do, and special working conditions and guidance for work, how they could be employed, the auditing

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and the sanction on the employers, who do not obey the provisions.

SECOND PARTCommon Provisions About Employment of Disabled, Ex-

Convicts and Terror Victims ChargeArticle4 –Employers are charged to full time employ disabled

and ex-convicts in rates defined by the Council of Ministers those are valid by each January, terror victims, whose employment is obligatory, in jobs appropriate with their occupation, physical and spiritual situation according to 30th Article of Labor Law Numbered 4857 and Annex 1/B of to Fight Against terror Law Numbered 3713.

However if disabled, ex-convict and terror victims demand to be employed in part time jobs the employer may employ them through part time contracts. In this case the employment notifications must be addressed by Institution.

If obligatory employment would be responded by part time workers instead of full time workers, the number of part time workers shall be addressed by the methods mentioned in sixth article.

The total rate of these workers is six percent. But the rate of disabled workers cannot be less than half of this ratio.

The total number of obligatory workers shall be estimated according to the total number of workers in the work places with more than one branch in the same province.In determining the number of disabled, ex-convicts and terror victims all workers, who work under fixed term contracts and the contracts with indefinite terms. But, the workers, who work underground and under marine, shall not be considered in this estimation.

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If there are part time workers, they should be turned into full time work and added to the number of existing workers. In this estimation fractions below half shall not be considered. The half and more shall be turned up to total.

The workers, who work in jobs, where employment of disabled ex-convicts and terror vitims is prohibited, are not counted in estimation of total number of workers.

The disabled, ex-convicts and terror victims, who are employed, are not counted in estimation of totalnumber of workers.

Institutional Mediation Article 5–The employer finds disabled, ex-convict and terror

victims through the Agency. The private sector employer shall notify the Agency and

make register in one month at latest if it finds, the disabled, ex-convict and terror victim employee without mediation by the agency.

Public institutions and organizations shall hire disabled people and ex-convicts according to “Regulation on Examination to be Applied on the Disabled ,who shall be Employed in Public Agencies ” and “Regulation on Examination to be Applied on the Ex-convicts ,who shall be Employed in Public Agencies ”

RegistrationArticle 6–The disabled, ex-convicts, and terror victims shall

be registered by the Agency in regards to their proving documents and in groups according to their occupational status in the context of the provisions of the regulation.

The records of the disabled, ex-convicts and terror victims shall be active for three years within the framework of predetermined principles.

Demand and Direction Article 7–The employer shall submit a written request for

disabled, ex-convicts and terror victims , whom to be employed, 128

by defining their qualities within seven days after the obligation starts.

The employer cannot put forward challenging conditions above necessary averge qualifications for the job.

The agency shall send the list of disabled, ex-convict and terror victims within fifteen days after the employer submits its written request. The number of people in the list shall be more than the vacant posts and the relevant documents shall be sent to the Agency. The agency shall employ convenient candidates within fifteen days and send the result of hiring process to the Agency within seven days.

The agency shall send another list including registered disabled people, ex-convicts and terror victims within ten days after notification or within ten days after sending the initial list if there were no notification made by the employer. The the Agency asks for fullfilling the vacant post by these lists or the sent candidates.

The employer makes choices among these lists or sent candidates and must fulfill vacant quota within fifteen days after notification of the lists.

Fees and Social Aids Article 8–Being disabled, ex-convict, and terror victims may

not cause lower wage. These workers shall also benefit from same social aids with their collegues. No provision can be put in detriment of these workers within collective agreements.

Notifications on QuitsArticle 9–The employer shall notify the Agency within fifteen

days after any disabled, ex-convict or terror victim employee.THIRD PART Specific Provisions on Employmnet of Disabled, Ex-

convicts, Terror Victims Documentation of Disability with Health Board Report

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Article 10 – The ones, who requested to find a job through Agency by declaring their disability, must verify their situation by a health committee report received from authorized institutions, those are listed in “The Regulation About Health Reports” that was published in Official Gazette numbered 23290 and dated 18/03/1998.

If the disabled person objects to the report given by health committee, the Agency must send the objection letter and verified copy of the report to another health institution. If first and second repots are same, then the report gets verified. If there is a difference between two reports the report, which is more benficial for the disabled shall be used..

No fee is charged for tests and inspections for the report of the disabled, that was sent by the Agency.

The health reports provided by authorized health institutions before publishing this Regulation are valid; the transaction shall be conducted accordingly.

The works that the disabled can work Article 11 – The works, where disabled can work, are listed in

Annex 1.If none of the works can be assigned to disabled people, other

works, which are determined by workpractitioner, shall be assigned.

Studies About Building Employment SpheresArticle 12–The Agency may conduct analysis in cooperation

with universities and may request reports or lists about how and with which organ the works are conducted in any workplace.

The Agency; draft the information about available works,which disabled people may conduct and put them in the query.

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Integration of Disabled People for Work, Vocational Rehabilitation and Job Counselling Service

Article 13–The Agency, determines which jobs are convenient for the disabled and by consideringnecessary qualifications for sectors and occupations, provides occupational training and rehabilitation services for the disabled people. At the end of this education, adocument shall be provided to the disabled in order to show the list of most convenient jobs.

The Agency may ask for help from other institutions and agencies while providing occupational education and rehabilitation services.

Information shall be provided by the Agency to the disabled people, who are registered, and received occupational trining and rehabilitation services, about social rights, rehabilitation courses, available jobs and works, working conditions, necessary transactions for employment, fees, social and economic status of work environment, the living standards, transportation opportunities, health institutions and etc.

Preparation of the Workplace for Working Conditions of the Disabled

Article 14–The employers must prepare their workplace in their capacity to ease work of the disabled employees, must take necessary measures of health, letthem work in nearest location to their residence, develop their knowledge and skills of their jobs, and provide necessary tools and equipments for their work.

The disabled people may not be hired in works that can damage their health.

The start and end hours of work may be determined according to the status of the disabled person.

SECTION FOURAuditing, Operations to be Made on The Disobedient

Employers Auditing

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Article 26–The auditing which would be conducted in regards to disabled people, ex-convicts, and terror victims, who would be employed in the workplaces within the context of this Regulation shall be conducted upon the principles of auditing and investigation of working life , those are foreseen by Labor Law numbered 4857.

Contradictory BehaviorMadde 27–The fine, which is mentioned in 101st Article of

Labor Law numbered 4857, shall be put forward to the employer, who acts contradictory against the provisions about employment of disabled and ex-convict people. This is applied by Regional Directorate of Ministry of Labor and Social Security.

Besides these, Regional Directorate of Ministry of Labor and Social Security, that the employer is registered, applies fine, which is defined in Annex Article 1 of the Law on Struggle Against Terrorism numbered 3713 and dated 12/4/1991 and the law numbered 4131 and dated 13/11/1995, on the employers or their agents,who violate provisions of employment of terror victims. In case of violating rules and principles about employing ex-convicts and terror victims then the fines shall be presented separately.

The Agency notifies the employers, which they assess in bad conduct against legislation on employment of ex-convicts and terror victims, in order to proceed necessary sanctions.

Annuled regulation Article 28 – “The Regulation On Martyrs Or The Public

Officers, Who Became Disabled And Lost Working Ability As A Result Of Terrorism And The Disabled Relatives of Privates Who Might Work” that was published by the Ministry of Labor and Social Security on 29/3/1996 and dated 22595.

Enforcement Article 29–This regulation shall be enforced in the date of

publishing. 132

ExecutionArticle 30–This regulation shall be executed by Minister of

Justice and Minister of Labor and Social Security.

SCALING AND CLASSIFICATION OF DISABILITYAND REPORTS GIVEN TO DISABLED PEOPLE

Dat of Publishing Official Gazette : 30.03.2013 Number of Official Gazette: 28603SECTION 1Objective, Content, Basis and DefinitionObjective

ARTICLE 1 – (1) This Regultion is prepared to determine procedures and rules on getting health commitee reports, validity of these reports, assessment of reports, determination of authorized health institutions; in order to ensure development of common practices in the fields, which require grading, classification and definition of disability and to disseminate international classification and measures.

Classification of Disability ARTICLE 5 – (1) In classification Works regardingd

disabilities, FunctionalAbility Loss and International Classification, which was developed in order to establish a common language and framework and ensure definition of states of functionality or disability for the people, shall be used as a classification system.

(2) In definition of health of disabled people Özürlülerin sağlığı ile ilgili durumlarının tanımlanmasında ve her türlü bilginin kodlanmasında, çeşitli disiplinler ve hizmetler açısından verilerin toplanmasında, kaydedilmesinde ve karşılaştırılmasında, özürlülerin tedavisi, rehabilitasyonu, eğitimi ve istihdamı ile ilgili hizmetlerin değerlendirilmesinde, planlanmasında İşlevsellik Yetiyitimi ve Sağlığın Uluslararası Sınıflandırması sisteminin

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kullanılması amacıyla eğitim, öğretim, uygulama ve yaygınlaştırma hizmetleri Aile ve Sosyal Politikalar Bakanlığının koordinatörlüğünde, ilgili kamu kurum ve kuruluşları ile sivil toplum örgütleri, üniversiteler ve ilgili meslek kuruluşlarının işbirliği ile yürütülür.

Drafting Reports and Determination of Disability Ratio

ARTICLE 8 – (1) Disability Health Committee Reports shall be conducted in line with Annex-1 Disability Health Committee Report Form.

(2) The disability rate of the person shall be determined by Disability Health Commitee in percentage (%) according to the rates listed in Annex-2 Disability Rates Table. The determined ratio is written down in the relevant section of the table. The illness and disabilities, which are not mentioned in that list, and their ratios shall be determined by Disabled Health Committee.

Objections Against Health Committee ReportARTICLE 10 – (1) The disables, their parents, custodians

or the institution that demands for the report may object to the report. The parties may apply to provincial department of health together with a certified copy of the report.The provincial directorate sends the person, who will get the report, to the nearest authorized hospital. If the content of the new report and the objected report are the same, then the report becomes certain.

(2) If the reports are different,the provincial health department shall send the disabled to the nearest arbitral hospital that was defined by the Ministry of Health, to be examined and to draft a new report. The report given by arbitral hospital is certain.

(3) The principles and rules on objections against the disability health committee reports given by military hospitals, those are linked with the Ministry of Health, are bound to the principles of relevant provisions of the Ministry of National Defense. The objections against the disability reports given to staff of Turkish Army are finalized by, Gülhane Military Medical

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Academy Training Hospital Askeri and Gülhane Military Medical Academy Haydarpaşa Practice Hospital or authorized hospitals.

REGULATION ON ADVISORY AND COORDINATION ACTIVITIES FOR THE DISABLED IN HIGHER

EDUCATION INSTITUTIONS

Date of the official gazette: 14.08.2010 Number of the Official Gazette: 27672SECTION ONEObjective, Purpose, Content, Basis and DefinitionsObjectiveARTICLE 1 –(Amended: OG-14/2/2014-28913)

(1) The aim of this regulation is to determine the working procedures and principles of Higher Education Council Commision for Disabled Students, Disabled Stıdents Advisory and Coordination Units, OSYM Disabled Stıdents Advisory and Coordination Units and departments regarding the handicapped which will be constituted in the universities for taking precautions and making some regulations to develop available academic environment make the education life of the handicapped students in universities easier and to promote them fully participate in academic activities .

Higher Education Council Commision for Disabled Students

ARTICLE 5 – (Amended with title: OG-14/2/2014-28913)

(1) Higher Education Council Commision for Disabled Students is established to identify needs of disabled students, who are enrolled in higher education, to plan necessary arrangements in line with these needs, to set up necessary infrastructure

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standards and to establish coordination among relevant agencies……….

The Duties Of The Commission ARTICLE 6 –(Amended : OG-14/2/2014-28913) (1) The duties of the Commision are as follows: a) To support education life of the disabled students, to

determine their problesm in full participation into education activities, to make necessary plans for solution, to produce policies and strategies and to present them to chair of High Education Council.

b) To produce solutions against accessibility and reaching problems, which the disabled student might face with.

c) To establish appropriate tools and equipments for education, education materials, conditions for passing classes.

ç) To present suggestions in order to regulate vertical or horizontal transition of disabled students and balance of courses taken.

d) To determine working conditions and principles for disabled students’units, which are established in universities.

e) To follow structures regarding organization of university campus.

f) To conduct studies about including courses on disability within schedules of bachelor degrees and to present them against relevant boards.

OSYM Disabled Stıdents Advisory and Coordination Units

ARTICLE 9 – (Amended with the title: OG-14/2/2014-28913)

(1) OSYM Disabled Stıdents Advisory and Coordination Units shall be established in OSYM. The working principles and conditions of the unit shall be determined by OSYM Chairmanship.  There must be at least one specialist, who is preferably graduated from relevant departments and experienced

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on the field. The academicians, who work on disability, experts and counsellors, may be assigned in these units when necessary.

The duties of OSYM Disabled Stıdents Advisory and Coordination UnitsARTICLE 10 – (Amended with the article: OG-14/2/2014-28913)

(1) OSYM Disabled Stıdents Advisory and Coordination Units are as follows:

a) Providing counselling service to the disabled students, who want to attend in higher education programs about their prospective department.

b) To prepare integrated higher education programs list for the disabled students in universities by cooperating with higher education institutions and to prepare necessary explanations to place in exam manuals.

c) To prepare explanations about the candidate’s information on type of disability, report information, necessary support during exam etc. those would be notified in exam manual.

ç) To inform the candidate about acceptance or rejections of submitted health reports, , and request forms,which are examined by experts.

d) To conduct necessary studies to select and arrange exam places according to type of disability.

e) To prepare statistical database of disabled candidates and publicize them.

f) To select readers in line with the disability status of the candidate.

Disabled Students Units In Higher Education Institutions

ARTICLE 11 – (Amended with its title: OG-14/2/2014-28913)

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(1) Disabled Students Units shall be established as directly linked with the rector office under chair of a vice rector and shall be composed of specialized coordinator academic staff, their assistants, managers assigned by faculties, colleges, and institutes. These units shall determine administrative, physical, accommodation and social needs of disabled students ans conduct, develop and evaluate necessary activities.the higher education institutions shall assign their own budget for necessary financial source to realize objectives. The working principles and conditions of these units shall be determined by the university.

(2) Disabled Students Units In Higher Education Institutionssubmit annually an activity report including evaluation results to Chair of Higher Education Council.

The Duties of Disabled Students Units in Higher Education Institutions

ARTICLE 12 – (Amended with title: OG-14/2/2014-28913)

(1) The duties of disabled student units of higher education are as follows:

a) To determine needs of the disabled students during their education interms of education, training, bursaries, physical, social and other relevant aspects , to identify necessary measures to respond these needs, to submit recommendations to eliminate problems, and to coordinate with other units in the university.

b) To adapt programs, which the disabled students attend, in order to make arrangements without hindering academic, physical, and social life of disabled higher education students, to provide tools and equipments for the disabled students, to prepare special materials, to organize education, research and accommodation spheres.

c) To make publishings for academic staff, to prepare documents, which explain about disability, its limitations, and necessary arrangements, to increase awareness, to provide

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consultancy for peoplein need of, and to provide on the job training, when it is necessary.

d) To develop programs and projects to raise conscioussness and awareness,on disability, organize seminars, conferences, and similar activities.

e) To determine budget for preparation of unit work plan, execution, activities and to prepare annual activity report to submit related vice rector.

f) To set up a web site, which contains publishings, documents and information directed towards relevant parties, provides opportunity to express problems and demands of disabled students, and facilitates communication with relevant unit.

g) Auditing execution of taken decisions and determined strategies.

h) To work on free provision of assisting materials for low income disabled students.

i) To provide sufficient time, proper place, material, reader and accompany for the disabled student in exams and to take necessary measures and make arrangements according to the nature of disability in order to maintain just and proper evaluation for all students, to ensure equal opportunities and to make education process meaningful for disabled students.

j) To take measures to ensure studies on preparation of information books about employment opportunities and occupations and to make these books accessible for disabled students.

k) To identify disables students, who won higher education programs. i) To make buildings and open spheres in university campus accessible for disabled students.

ExecutionARTICLE 15 – (1) The provisions of this article is

executed by the chair of High Education Council

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REGULATION ON DISABLED CIVIL SERVANT SELECTION EXAM AND ASSIGNMENT OF DISABLED

PEOPLE IN PUBLIC OFFICE

Decision date of the Council of Ministers: 2/1/2014 Nr: 2014/5780 Date of Basis Law: 14/7/1965 Law Number: 657 Date of Publishing Official Gazette: 7/2/2014 Nr: 28906

PurposeARTICLE 1- (1) The aim of the Regulation, is to determine principles and procedures about central selection exam of disabled staff for public services, lots, placement process, follow up amd monitoring of disabled civil servants, provision of statistical information and other issues related with employing disabled civil cervants.

ContentARTICLE2- (1) This Regulation is applied for;a) The institutions, circulating capital enterprises, legal funds and surety fundslisted in the tables (I), (II), (III) and (IV) annexed to Law on Public Finance and Control numbered 5018 and dated 10/12/2003, b) Pronvicial administrations and municipalities, the unions established by them and enterprises, companies and firms linked to them, c) Other institutions employing public officers according to Civil Servants Law Numbered 657 and dated 14/7/1965, This law applies to disabled people, who would be assigned as civil servants.

SECTION TWO EKPSS and Lot

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EKPSS ARTICLE 5- (1) EKPSS, is conducted by the Prime Ministry, for the people, who are graduated from secondary schools, vocational college or universities or to be graduated within the validity period of the exam, by considering disadvantages occur due to their education levels and kind of disability. In order to assign these candidates they should be assigned by the last day of application in placement period of each exam. (2) EKPSS results are used for worker placement by Turkish Employment Agency to the public institutions and agencies. LotARTICLE 6- (1) The lot is applied in front of Public Notary in order to place disabled people, who are graduated from primary schools, secondary schools, special work practice centers or schools by the last date of application, by considering 4st Article of Law Numbered 657. The applicants may watch the lottery. (2) The registers of candidates are taken only once for each term. Only candidates whose applications are registered may apply to these placements.

EKPSS and Lottery AnnouncementARTICLE 7- (1) The announcements is made in every January after finalizing exam and placement schedule by asking the ideas of the Exam Center. (2) The place and time of EKPSS, the subjects and tests to be asked according to education levels and disability type, their weights in the exam, grading, durations of exams, necessary measures to be taken in line with disability kind, conditions for application, number of choices, placement of the disabled candidates according to grades and result of the lottery, notification of placement results are determined by the Ministry, and if the exam is made by Examination Center these are determined by the Center and Department. Conduct of EKPSS and Announcement of the Results

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ARTICLE 8- (1) EKPSS, shall be conducted separately from other exams as long as there are vacant posts in public institutions and organizations.(2) Exam questions, shall be prepared to measure knowledge, skills and talents of the disabled people by considering their learning and understanding capacities. (3) EKPSS candidates shall be conducted in appropriate places by considering disability groups and accessibility. (4) Exam officers shall be recruited as reader or markers if the candiates demand. (5) The results of EKPSS shall be announced by the agency that conducts the exam.If EKPSS is conducted by the Center on behalf of the Department then the results shall be submitted to the Department to be used in the works of employing disabled. The validity of EKPSS ARTICLE 9- (1) The results of EKPSS are valid in two years until a new exam by the time of conduct. But, if there would be no new exam in that period, the results would be valid until the new exam. Ancak bu süre içinde yeni bir sınavın yapılamaması durumunda sınav sonuçları, bir sonraki sınava kadar geçerli olmaya devam eder.

SECTION THREE Placement Process and Appointment Assignment of Cadres AERICLE 10- (1) In determination of assigned cadres in which the disabled people shall be appointed 3% of total number of staff, except foreign staff, shall be considered (2) The public institutions and agencies shall prepare vacant posts for the disabled in regards to different education service units and titles as to ensure placement according to EKPSS results and lottery.

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(3) If there is no available vacant post for employing disabled, these posts can be achieved through changing orign of the available vacant posts.PlacementARTICLE 13- (1) In placement of dşsabled candşdatesi EKPSS results and lottery results shall be used. a) In placement of candidates, who are graduated from secondary schools, vocational college and universities the grades taken from EKPSS shall beconsidered. The candidates shall be placed according to their preferences on the basis of EKPSS point. The priority shall be given to earlier graduates if the grades are the same, if the graduation date is also same then the elder candidate shall be preffered. b) The lottery method is used to place disabled people, who are graduated from primary schools, secondary schools, special work practice centers or school.The candidates shall joining in the lottery according to their preferences among the public institutions, which demand lottery in Preferences Manual. SECTION FOURSeveral and Final ProvisionsOrganization of workplaces in line with conditions of the disabled. MADDE 16- (1) Public institutions and agencies must restore work places and additional facilities as available for accessof disabled, take measures to facilitate work of disabled, provide supportive tools and equipments, which might be needed in line with their disability status.(2) The disabled people may not be forced to work in Works those may increase disabilities or may bring out new obstacles. ARTICLE 20- (1). The provisions of this regulation are executed by the Council of the Ministers.

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REGULATION ON ASSIGNMENT OF CIVIL SERVANTS THROUGH CHANGING PLACE

Date of Decision of Council of Ministers: 19/4/1983, Nr: 83/6525Date of Basis Law: 14/7/1965, Nr: 657Date of Publishment in Official Gazette: 25/6/1983, Nr: 18088Changing Place due to Disability Additional Article 3 – (Annex: 30/6/2014-2014/6578 K.)The civil servants,who prove their 40% disability with a health commitee report taken according to relevant legislation, or whose partners or first-degree relatives have heavy disability may ask for changing work place due to reasons based on disability status.

These demands, in this context, shall be responded by considering cadre capacity and organizational structure without being subject to limiting provisions in this Regulation.

If the civil servants demand changing work place due to disability status of himself/herself, artner or first degree relative, the demanded place shall be convenient with the nature of the disability. As long as the disability endures the place of the civil servant may not be changed. The other provisions shall be applied for the civil servants whose disability status is disappeared.

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REGULATION ON PROTECTED WORK PLACES

Date of Official Gazette: 26.11.2013 Number of Official Gazette: 28833SECTION ONEObjective,Content, Basis and DefinitionsObjective and Content, ARTICLE 1 – (1) The aim of this regulation is to organize principles and rules about function and auditing of protected work places and achieving the status of protective work place.(2) This regulation covers open or prospective work places to be opened to ensure employment of disabled people.

DefinitionsARTICLE 3 – (1) In this regulation;Protected Workplace:The work place, whose environment was specifically designed and technically and financially supported by the State in order to maintain employment for mentally disabled people. SECTION FIVEPrinciples on Function of Protected Workplaces  Acceptance of Disabled People in Protected Workplaces ARTICLE 13 – (1) The disabled people, who want to work in protected workplaces and who are registered in Turkish Employment Organization may individually apply to Provincial Directorate of Work and Employment. The workplace is obliged to notify Provincial Directorate of Work and Employment and Provincial Directorate of Family and Social Affairs.The disbled people to be accepted for protected workplaces and necessary documents ARTICLE 14 – (1) In order to be employed in protected work places; a) Being mentally and spiritualy disabled at least 40%,b) Being registered in Turkish Employment Agency,

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c) Being over 15.ARTICLE 23 – (1) The provisions of this Regulation shall be conducted by Minister of Family and Social Affairs, Minister of Labor and Social Security and Minister of Finance.

INTERNATIONAL LEGAL ARRANGEMENTS LIST

1948- Declaration on Universal Human Rights 1952- European Human Rights Act 1960- UNESCO Act Against Discrimination in Education 1966- UN Act of International Economic, Social and

Cultural Rights 1971- UN Declaration on the Rights of Mentally Disabled

Individuals 1975- UN Declaration on Rights of Disabled 1981- UNESCO Malaga Education, Protection and

Participation Activities Education, World Conference and Subdberg Declaration 1982- UN Action Program for Disabled 1982- World Action Act for Disabled 1989- Act About Children’s Rights 1990- World Conference on Education for Everyone 1993- Standart Rules on Equal Opportunities for the

Disabled 1994- UNESCO Salamanca Declaration 1996- UN Disability Strategy Paper 2000- Accessible Europe Notification for the Disabled 2000- World Education Forum 2003- UN Equal Opportunities for Disability 2006- UN Act on the Rights of Disabled 2004-2010 European CouncilDisability Action Plan 2006-2015 Eropean Council Disability Action Plan 2010-2020 European Union Disability Strategy

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INTERNATIONAL LEGAL ARRANGEMENTS

1948- Universal Declaration of Human Rights In the 26th article of this declaration it is stated that “Everybody has the right of education. The education must be free at least in primary and secondary education levels. Primary education is compulsory. Technical and vocational training is available for everyone. Higher education shall open for everyone in line with the abilities. 1960- UNESCO Act Against Discrimination in EducationIn this act the qualifications, which might cause discrimination such as race, color, gender, language, religion, political view, ethnicity, economic status, and it is mentioned that legal measures must be taken to ensuıreequal benefit from any kind or level of education. 1966- UN Act of International Economic, Social and Cultural RightsRespect and protection of human rights, and securing human rights increasing access regarding education, compulsory education, secondary and higher education, education of children of families, and relevant rights. 1971- UN Declaration on the Rights of Mentally Disabled IndividualsIn the second article of this declaration it is expressed that “ The mentally disabled individual has the right of taking appropriate medical treatment, kinesiteraphy , by which the mentally disabled individuals may develop their skills and potential at maximum level, education, rehabilitation and guidance”. 1975- UN Declaration on Rights of Disabled In the sixth article of the declaration it is expressed that “The disabled individuals has the right of using and benefiting from any kind of medical, psychological and functional activities including prosthesis and orthopaedic equipments in order to raise

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their talents and abilities up to maximum level, accelerate integration process of social integration and reintegration.”1981- - UNESCO Malaga Education, Protection and Participation Activities Education, World Conference and Subdberg DeclarationIn this declaration it is underlined that the disabled people shall fully access to education, training, culture and information; the countries and international organizations shall take necessary measures to promote access, provision of support services for families, education, provision of training, rehabilitation and courses, provision of vocational rehabilitations and trainings, increasing qualifications of teachers in this field, organization of education environment and materials, and putting measures in terms of integration in society. 1982 UN Action Program for Disabled This is a basic program, for the disabled, which was prepared for the disabled people and conducted by Social Policy and Development Unit of UN General SecretariatDepartment of Economy and Social Affairs.The general framework and objectives of the Program are based on “World Action Plan for the Disabled” and “Standard Rules on Equal Opportunities for the Disabled” the basic purposes of the program are as follows: • Providing support to disabled for full and effective participation in social activities;• Increasing efforts for protecting rights and honors of the disabled; • Increasing education, employment, information, access to products and services. 1989- Act About Children’s RightsIn this actArticle 2. “No discrimination shall be addressed to any child as a result of race, color, gender, languge, political and other outlook,

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national ethnic roots, disabilities , property owning and ascribed status”Article 23. “The mentally and physically disabled children shall have a complete lifeunder conditions, which secures reputation of those children and facilitates active participation in social life”,“Putting measures in order to ensure education of the disabled child, vocational training, medical care services, rehabilitation services, job orientation programs, rest/joy facilities. 1990- World Conference on Education for Everyone The principle EU decision dated 31 May 1990 about Integration of Disabled Children and Youngsters in General Eduction System is significant. Accordingly: “Member countries accepted promotion of disabled children injoining general education system within every possible occasion by considering their education policies. Besides “Full participation in general education system must be deemed as first choice and all education institutions and all education institutions shall be capable of responding the needs of disabled students. Regardingly, bonds shall be set up between family-school-society-resting and working life and these bonds shall be strengthened. Provision of education for disabled students at the most possible extent, promotion of independency and social participation. 1993- Standart Rules on Equal Opportunities for the DisabledAmong the rules considerin equal opportunities for the disabled people, the rule number six underlines the necessity of providing equal opportunities in primary, secondary and higher education levels within integrated places. 1994- UNESCO Salamanca DeclarationIn this declaration we may observe suggestions for any country about the educational rights and provided education service such as struggle against discriminating attitude,establishment of a society, which hugs all individuals regardless of disability status. Every child has the right of education. So, opportunities of

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success in reasonable education level or enduring education shall be put forward. • Every child has got individualized interests, qualifications, interests, talents and learning needs,• By considering these various qualifications and needs the education system shall be designed and accordingly education programs must be realized,• The people with special education needs may attend in normal schools and shall be raised in education system, which put the child in the center and respond their needs. • There are following provisisons: “The schools are the most effective tool in struggle against discriminative behavior, establishment of a tolerant society, success in education for everyone. Other than that, these schools provide an effective education for the majority of those children and developscost effectiveness of all education system.”1996- UN Freedom Strategy Document This is the first document, which ws linked with the methodology to be followed in determining right and policies about disabled people all over European Union. 2000- Accessble Europe Declaration This declaration foreseens conducting studies throughout Europe in order to increase accessibility of disabled individuals by reviewing EU policies regarding disability. It is aimed at with this declaration, which is focused on burdenless Europe, to establish a common action union in terns of vocational training, education, domestic market, transportation, information society. 2000- World Training Forum In the year 2000 in Dakar, Senegal a World Training Forum was organized. In the assessments, “Dakar Action Framework”, which points out necessary activities for accessing pre-determined “Education for Everyone”targets, was accepted. The subjects mentioned are planned to be realized by the year 2015. 2003- UN Equal Opportunities for Freedom

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It is focused on identifiction of the obstacles those the individuals with special needs are faced within social life and eliminating the problems hindering equal opportunities of education.2006- UN Act Regarding Disability Rights Disability Rights Act, which was enacted by UN in 2006, is composed of 50 articles in total and brings about responsibilities for signing parties such as eliminating discrimination against disability and raising living standarts of disabled individuals.The 24th Article of the act is related with education and states that the education rights of disabled individuals are ccepted by signing parties. • Including disabled people at every level of education system in order to ensure equal opportunities without discrimination,• Including disabled individuals in general education system, promote them to benefit from obligatory primary and secondary education opportunities, ensuring equal access in education within their close environment, making arrangements in line with their needs and supporting them in education system,• It means ensuring access to higher education, vocational training, adult education and life long learning in equal terms.Integrative education shall contain disabled individuals at every stage on the basis of equal opportunities and without discrimination. 2006 – 2015 European Council Disability Action PlanIn Parliamentary Assembly of European Council many suggestive decisions are taken about many issues related with disability rights such as diagnosis, rehabilitation, treatment, accessibility, integration. In the context of these decisions “2006 – 2015 Action Plan on Raising Life Quality of Disabled in Europe” was prepared. The 4th section of the plan was titled as “Education”.2010-2020 European Union Disability Strategy A constructed action plan is proposed (UN 2010) in order to increase applicability of The Act of Disabled People’s Rights through this strategy paper. In this strategy priority is given to

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accessibility, participation, employment, education, social protection, health issues. Accessibility means the disabled people may facilitate services as much as the normal people. These include many products and services such as urban design and architecture, health and education services.

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Http://Ikgm.Meb.Gov.Tr/Www/Mill-Egitim-Bakanligina-Bagli-Egitim-Kurumlari-Yonetici-Ve-Ogretmenlerinin-Norm-Kadrolarina-Iliskin8200yonetmelik/Icerik/334

Regulation on Private Education Institutions of Ministry of National Education Http://Ookgm.Meb.Gov.Tr/Www/Yonetmelik/Icerik/72

Regulation on Special Education Services Https://Orgm.Meb.Gov.Tr/Meb_Iys_Dosyalar/2012_10/10111226_Ozel_Egitim_Hizmetleri_Yonetmeligi_Son.Pdf

Regulation On Disabled, Ex-Convicts And Terror Victims Http://Www.Yol-Is.Org.Tr/TR/Dosya/1-636/H/37e79ek.Pdf

Scaling And Classification Of Disability And Reports Given To Disabled People

Http://Www.Resmigazete.Gov.Tr/Eskiler/2013/03/20130330-4.Htm

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Regulation On Advisory And Coordination Activities For The Disabled In Higher Education Institutions

Http://Www.Mevzuat.Gov.Tr/Metin.Aspx?Mevzuatkod=7.5.14214&Mevzuatiliski=0&Sourcexmlsearch=Y%C3%Bcksek%C3%B6%C4%9Fretim%20Kurumlar%C4%B1%20%C3%96z%C3%Bcrl%C3%Bcler%20Dan%C4%B1%C5%9Fma%20ve%20Koordinasyon%20Y%C3%B6netmeli%C4%9Fi

Regulation On Disabled Civil Servant Selection Exam And Assignment Of Disabled People In Public Office

Http://Www.Resmigazete.Gov.Tr/Eskiler/2014/02/20140207-23.Htm

Regulation On Assignment Of Civil Servants Through Changing Place Http://Www.Mevzuat.Gov.Tr/Mevzuatmetin/3.5.836525.Pdf

Regulation   Protected   Work   Places Http://Www.Resmigazete.Gov.Tr/Eskiler/2013/11/20131126-6.Htm

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