Publications
Journal articles, a book review, and a book contribution on developmental language disorder, special educational needs, inclusive education, and technology in education, listed most recent first.
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Externalising Problems as mediators in the link between Developmental Language Disorder and Emotional Difficulties: A clinical and longitudinal cohort analysis
Accepted for publication.
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Neurodevelopmental Disorders Awareness Among Pre-Service Teachers in Türkiye: Developmental Language Disorder Remains Under-Recognised
This study examines pre-service teachers’ awareness of neurodevelopmental disorders and highlights the continued under-recognition of developmental language disorder in Türkiye.
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Book Review: Gibson, J.; Toseeb, U. Developmental Language Disorder and Social-Emotional Development: An Introduction to Theories, Concepts, and Research; Oxford University Press: Oxford, UK, 2024; ISBN: 9780192843845
A review of a recent introduction to theories, concepts, and research on developmental language disorder and social-emotional development.
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"Interactive lessons are great, but too much is too much": Hearing out neurodivergent students, Universal Design for Learning and the case for integrating more anonymous technology in higher education
I examined how neurodivergent students experience classroom participation, and whether Universal Design for Learning can make lessons more inclusive. Anonymous, technology-mediated ways of taking part — like digital polling — helped neurodivergent students engage without the social pressure of open discussion.
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Time to Act on Developmental Language Disorder in Türkiye: A Common Yet Under-Recognised Neurodevelopmental Condition
I make the case that developmental language disorder is common but significantly under-recognised in Türkiye, and argue for greater clinical and educational attention to it.
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The Advantages and the Shortcomings of Self-Directed Online Special Education Needs Module: Addressing the Theory, Practice and Personal Experience
I reflect on the strengths and limitations of a self-directed online module for special educational needs, drawing on theory, practice, and my own experience delivering it.
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Exploring effortless AI-generated gamified quizzes in an online special education module: evaluating question quality, student engagement, and its potential to identify at-risk students
I tested whether AI-generated quiz questions could make an online special education course more engaging and help flag struggling students early. Most AI-written questions were usable with light editing, and low quiz scores closely tracked lower exam performance — pointing to a low-cost way to spot students who need extra support.
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An interactive technology-based emotion recognition intervention for children with developmental language disorder: A longitudinal mixed-method study
I tested a flexible, technology-based, parent-led programme to help children with developmental language disorder learn to recognise emotions. I found meaningful gains in reading emotions from vocal cues, and reductions in emotional difficulties among participating children.
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Mülteci Ebeveynler ve Çocukları için Duygu Koçluğu Müdahale Programı: Bir Eylem Araştırması
I led an action-research study providing emotion-coaching training to staff at a centre supporting Syrian refugee families in Hatay, then supported parents and children directly with emotional awareness and regulation activities.
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Enhancing Parental Understanding of Emotions in Children with Developmental Language Disorder: An Online Parent-Led Intervention Program
In the first study of its kind, I tested whether an online, parent-led programme could shift how parents understand and support their child's emotional development in developmental language disorder. I found a clear, lasting increase in parents' engagement with their child's emotional world.
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Çocuk Gelişimi Terimler Sözlüğü
A collaborative reference book defining terminology used in child development.
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Decision Making of Speech and Language Therapists: Science or Intuition?
I investigated how speech and language therapists actually decide on treatment, across a spectrum from analytical, evidence-based reasoning to fast clinical intuition. Their decisions shifted dynamically depending on the case, the therapy type, and family input, rather than following one fixed method.
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Engaging with parents in decision-making: The dilemma of the ideal and reality
I explored the gap between therapists' stated wish to involve parents in their child's speech and language therapy and what actually happens in session. I found real instances of parents being sidelined, and argued that closing the gap needs better parent education alongside greater therapist awareness of their own assumptions.
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"We are much closer here": exploring the use of WhatsApp as a learning environment in a secondary school mathematics class
I followed a secondary-school WhatsApp group between a maths teacher and his students over two years to understand how informal messaging shaped learning outside class. The teacher's warm, informal communication style — more than the technology itself — built trust and encouraged students to keep asking for help.
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Relying on informal sources in speech and language therapy: why and how?
I asked why speech and language therapists often lean on experience and instinct rather than formal, standardised tools. I found recurring patterns — including distrust of standardised tests and heavy reliance on trial and error — suggesting formal and informal knowledge need to be understood together, not treated as opposites.
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Exploring the use of touchscreen devices for children with special educational needs and disabilities: digital vs traditional.
I compared touchscreen tablets against traditional teaching materials for children with special educational needs. Tablets held children's attention longer, but engagement varied widely by app — success depended heavily on how thoughtfully each app was designed for the child's needs.
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