Sürdürülebilir Kalkınma Amaçları

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• MakaleAçık Erişim2026Scopus SJRQ2/r/bayburt/12672
  Barriers to physical activity in individuals with autism spectrum disorders after the 2023 Kahramanmaraş Earthquakes in Türkiye

  Yarımkaya, Erkan; Şenlik, Zeynel Abidin; Demir, Mehmet; Töman, Ufuk; Kul, Murat; Türkmen, Mutlu

  The individual, environmental and systemic physical activity (PA) barriers experienced by individuals with autism spectrum disorder (ASD) in daily life may become more complex after a devastating disaster such as an earthquake. In order to effectively combat the high level of inactivity that may occur after an earthquake in individuals with ASD, PA barriers must be determined before the earthquake. However, no description is provided in the literature regarding the PA barriers experienced by individuals with ASD after the earthquake. The purpose of this phenomenological study is to examine parents’ experiences regarding PA barriers experienced by individuals with ASD after the 2023 Kahramanmaraş earthquakes in Türkiye. Fifteen parents of individuals aged 8 and 31 with ASD were interviewed. The interviews were analyzed using both inductive and deductive content analysis approach. Three overarching themes were found: (1) the effects of PA on individuals with ASD, (2) post-earthquake PA barriers, and (3) the consequences of lack of PA in individuals with ASD. The results revealed that parents were aware of the benefits of PA and directed their children with ASD to PA before the earthquake. However, after the earthquake, parents encountered PA barriers that they had to overcome, and this negatively affected the children with ASD.

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  AtıfScopus5·WoS5·OpenAlex5

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• MakaleAçık Erişim2026Scopus SJRQ2/r/bayburt/11500
  Experiences of parents of individuals with intellectual disabilities after the 2023 Kahramanmaraş earthquakes in Türkiye: a phenomenological study

  Yarımkaya, Erkan; Bakkaloğlu, Hatice

  Individuals with intellectual disabilities and their parents, who encounter many barriers in daily life, may experience even more serious problems when faced with a devastating disaster such as an earthquake. For effective earthquake preparation, it is important to identify these problems before the earthquake. However, studies examining the earthquake experiences of individuals with intellectual disabilities and their parents are quite limited. In this context, the aim of the current study was to explore the experiences of parents of individuals with intellectual disabilities who were affected by the 2023 Kahramanmaraş earthquakes in Türkiye. This study used the phenomenological qualitative research design. In this study, there were 16 parents, who have children with intellectual disabilities and participated in face-to-face interviews. Interview data were analyzed thematically. Two overarching themes were found: (1) low level of earthquake preparedness, and (2) inaccessible needs. The findings revealed that the majority of parents of individuals with intellectual disabilities made few preparations for the earthquake, could not access many of their needs during and after the earthquake, and could not find a special unit for individuals with disabilities to explain their problems.

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  AtıfScopus8·WoS11·OpenAlex15

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• MakaleYalnız künye2025Scopus SJRQ2/r/bayburt/11468
  Attitudes of physical education teachers in inclusive schools towards teaching autistic students: a phenomenological study

  Oğur, Yekta Göksel; Yarımkaya, Erkan; Aydemir, Uğur; Kul, Murat

  With the increasing presence of autistic students in inclusive schools, understanding the attitudes of physical education (PE) teachers towards teaching these students has become important. The current study aimed to examine the attitudes of PE teachers in inclusive schools towards teaching autistic students using the theory of planned behavior. The participants of this phenomenological-qualitative study were 16 PE teachers who participated in one-on-one semi-structured telephone interviews. The interviews were transcribed for analysis and later analyzed using thematic line-by-line analysis. The findings revealed that the majority of PE teachers in inclusive schools had negative attitudes towards teaching autistic students. Barriers and challenges during teaching autistic students were more dominant for PE teachers than facilitators. The results highlighted the importance of addressing the barriers and challenges that limit the quality of PE teachers’ teaching experiences with autistic students as a way to improve PE teachers’ attitudes and indicated the need to establish an adapted PE teacher definition, especially in countries such as Türkiye.

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  AtıfScopus2·WoS2·OpenAlex2

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• MakaleYalnız künye2025Scopus SJRQ2/r/bayburt/11037
  Parental acceptance of children with developmental disabilities in the preschool period: the role of mindfulness in parenting

  Ari-Arat, Ceren; Cetinkaya, Elif; Oz, Koray

  Objectives: Understanding the factors that influence parental acceptance during the preschool period when many children with developmental disabilities are diagnosed is crucial. Mindfulness in parenting is the intentional, nonjudgmental attention a person gives to their child and their parenting actions and is associated with processes of acceptance. This research examines the relationship between parental acceptance and mindfulness in parenting among parents of preschool children with developmental disabilities. Methods: The investigation included 120 parents of preschool-aged children (3–6 years) with developmental disabilities in Turkey. Results: The findings reveal that parental acceptance of children with developmental disabilities varies according to the father’s education level and the child’s age. A significant correlation was found between mindfulness in parenting and parental acceptance. Notably, mindfulness in parenting accounted for approximately 19.2% of the variance in parental acceptance of children with developmental disabilities (R2 = 0.192). Conclusions: The results underscore the importance of interventions aimed at enhancing mindfulness in parenting, particularly in supporting the acceptance processes during the preschool years. This is especially critical for younger children and for fathers with lower educational levels. The study also highlights the need for further research to deepen our understanding of the acceptance process.

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• MakaleAçık Erişim2023Scopus SJRQ3/r/bayburt/11779
  Exploring Turkish parents’ lived experiences on online science lessons of their children with mild intellectual disability amid the COVID-19 pandemic

  Yarımkaya, Derya; Töman, Ufuk

  Background: The purpose of this qualitative study was to explore Turkish parents’ lived experiences on online science lessons of their children with mild intellectual disability amid COVID-19 pandemic. Method: This study used the phenomenological qualitative research design. Participants in this study were 16 parents, who have children with mild intellectual disability and participated in one-on-one semi-structured phone calls. Interview data were thematically analyzed. Result: Five overarching themes were found: (1) parents’ general experiences on online science lessons, (2) advantages of online science lessons, (3) disadvantages of online science lessons, (4) barriers in online science lessons, and (5) parents’ recommendations for online science lessons. Conclusion: The results revealed that the majority of parents agreed on the school closure policy due to the COVID-19 pandemic, but were not satisfied with the online science lessons, and focused on the disadvantages of online science lessons for their children with mild intellectual disability.

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  AtıfScopus6·WoS10·OpenAlex14

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