Cem began his studies at the School seven years ago when he was aged nine. In the beginning when he started school he was experiencing severe temper tantrums and was unable to manage daily life skills. He was weak on basic mathematics, and reading comprehension. His communication skills, responding to general requests for information, use of the personal pronoun, chatting on a subject, responding to questions needing cause and effect comprehension, use of please, thank you etc., were insufficiently mastered. He was deficient in communicating socially with his peers. He exhibited a lack of mastery of many daily skills such as using the telephone, messaging, using an ATM, shopping for food, eating at restaurants and ordering a meal.
Today Cem has mastered reading comprehension, the basics of mathematics (adding, subtracting, multiplying and dividing), problem-solving, as well as mental addition and subtraction. He has improved his communication skills to the point where he can have a discussion independently on a subject, can answer questions relating to himself or events in his environment, to use basic logic to solve problematic situations and to utilise meaningful expressions and to use the personal pronoun in his communications. He has begun learning basic English. He has learned to play with his peers in a social environment, and has mastered games such as Scrabble, ‘Tabu’, ‘Pişti’ and ‘Papaz Kimde’ which are card games. In his daily routine, Cem can use a phone, send messages, buy groceries at the supermarket and pay for them, use an ATM to withdraw and deposit cash, to use public transport, to order at a restaurant and to be able to consume it.
Cem has also learned to use technology and has made tech a part of his life. He uses his laptop to track routines and events, to organise appointments and to attend them. Cem has gained the ability to play online, to use social media and to surf the net, as well as to take photos, and to comment on these photos in a fairly basic way.
Alpcan joined the School three years ago aged 12. At the start of his teaching sessions, he used to talk to himself constantly, jump, shout, laugh and wave his hands back and forth, exhibiting these behaviors intensively and constantly. He would avoid activities and wan to engage in other activities over and over again. Although he had speech skills he refused to communicate with others. His eye contact was limited, and his interest in people and objects around him was almost non-existent. Even though he had been given reading and writing lessons for 6 years, he could not read or write. He did not know how to use money or understand its value. He could not build friend relationships and could not respond to the interaction attempts of his friends. He could not respond to even very basic questions about himself. His maths skills were very weak.
After only a very short period spent at the School, Alpcan was able to learn many abilities and apply them. He learned to prioritise activities, take a shower, get dressed, ride a bicycle, eat at a restaurant, use social communication, talk on the telephone, make better eye contact, recognise money and its value, read, write, numeric addition, to be patient and wait, and to react immediately to those things asked of him, to separate concepts and to work silently by himself.
When Ezgi first joined the School, she would avoid making eye contact and would have very frequent crying and temper attacks. She resisted completing her self-care skills, and was extremely insistent on her routines. She was unable to form correct sentences and would use her limited vocabulary by crying to make her needs known. Today, she can have conversations with others on subjects and can do mental arithmetic. Ezgi has made technology a part of her daily life, continuing with her 6th year school as a partially integrated student and is also taking piano lessons.
When he began attending the School, Bora was a child who wanted to wear the same clothes continuously, could not make eye-contact, and only had 10 words to use to make his needs known. Before he started his studies, Bora could not even have imagined being in a class with his peers, but today, he continues with his education as a fully integrated student.
Before Emirhan began his education at the School, he was told that he was a very heavily autistic child and that he would never be able to speak. At the beginning he could not speak, could not make eye contact and was not toilet trained. He was constantly resistant to teaching. After 15 days, he started to study quietly with the other children, and went on to learn to speak, read and write and to make his needs known. At the moment, he is a 6th year student at a state school and he has a special interest in mathematics.
When Ozan began attending the School, he would jump, scream, attempt to harm himself and others, to vomit when his anxiety overcame him and to go to the loo. He was unable to self-care. Right now he can form 4-5 word sentences which indicate his desires, understand what he reads, effect addition and subtraction and generally perform daily life routines. He attends a state school two days a week as a integrated student and takes part in certain lessons.