Inclusive Early Childhood Education, Teacher Professional Development, Teacher Preparation, Naturalistic Instruction, Single-Case Experimental Research Designs, Social-Emotional Development in Early Childhood, Autism, Child Engagement, Identification of Evidence-Based Practices
- Ph.D. in Special Education, University of Florida (Specialization: Early Childhood/Early Intervention – Minor : Research Evaluation and Methods)
- M.Ed. in Early Intervention/Early Childhood Special Education, University of Pittsburgh
- B.S. in Elementary Education, Gazi University, Ankara, Turkey
Dr. Rakap’s current research interests include examining the impact of various professional development practices on preschool teachers’ implementation of evidence-based naturalistic instruction approaches; conducting applied research studies focused on improving development, engagement, and learning of young children with or at-risk for developmental disabilities, their families and teachers; identifying evidence-based practices using systematic reviews and meta-analytic methods; and examining treatment effect estimates in single-case experimental research.
Dr. Rakap has authored over 35 articles and book chapters; has edited two books in Turkish (Inclusion in Special Education, Assessment in Special Education); has been the translation editor of two books from English to Turkish (Educating Exceptional Children, Doing Ethical Research with Children); and has written the national autism and special education report of Turkey along with two other researchers. Dr. Rakap has served as the principal investigator for four research grants funded by the Scientific and Technological Research Council of Turkey and Scientific Research Projects Unit of Ondokuz Mayis University, Samsun, Turkey.
Dr. Rakap is currently the co-editor of Turkish Journal of Special Education and serves on the editorial/advisory board of the Journal of Early Intervention and Educational Psychology. Dr. Rakap has received several awards and recognition for his work including Academic Research Achievement Award (2017) and Post-Doctoral Research Award (2016) from the Ondokuz Mayis University, Samsun, Turkey; Glenda Ward Caro Fellowship in Education (2011) and Outstanding International Student Award (2010) from the University of Florida; and Marg Csapo Scholarship (2009) from the International Association of Special Education.
Dr. Rakap received a bachelor’s degree in Elementary Education at Gazi University in Ankara, Turkey; a master’s degree in Early Intervention/Early Childhood Special Education at the University of Pittsburgh; and a doctoral degree in Special Education with a specialization in Early Childhood Studies/Early Intervention and minor in Research Evaluation and Methods at the University of Florida. He completed a one-year postdoctoral fellowship at the Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida.
Rakap, S., Yucesoy-Ozkan, S., & Kalkan, S. (2019). How complete are individualized education programmes developed for students with disabilities served in inclusive classroom settings? European Journal of Special Needs Education. Accepted for publication. doi: 10.1080/08856257.2019.1580840
Rakap, S. (2019). Otizm spektrum bozukluğu olan çocukların desteklenmesinde gömülü öğretim uygulamaları: Okulöncesi öğretmenleri için öneriler [Embedded instruction practices to support children with autism specktrum disorder: Recommendations for preschool teachers]. Araştırmadan Uygulamaya Özel Eğitim Dergisi [From Research to Practice: Journal of Special Education], 1(4), 29-36.
Rakap, S. Yucesoy-Ozkan, S., & Kalkan, S. (2020). Effect size calculations in single subject experimental research design: A review of nonoverlap methods [Tek denekli deneysel araştırmalarda etki büyüklüğü hesaplama: Örtüşmeyen veriye dayalı yöntemlerin incelenmesi]. Turkish Journal of Psychology,(35)85. Accepted for publication.
Aydın, O., Tekin-İftar, E., & Rakap, S. (2019). Bilimsel dayanaklı uygulamaları belirlemede “tek-denekli deneysel araştırmaların niteliksel göstergeleri” yönergesinin matematik becerileri öğretimi örneğinde ele alınışı [Explanation of “Quality Indicators of Single-Subject Experimental Research Studies” Rubric Using Studies Focused on Teaching Mathematics Skills]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi [Journal of Special Education]. Accepted for publication.
Rakap, S. (2019). Re-visiting transition-based teaching: impact of pre-service teacher’s implementation on child outcomes. Learning and Instruction, 59, 54-64.
Rakap, S., Balikci, S., & Kalkan, S. (2018). Teachers’ knowledge about autism spectrum disorder: The case of Turkey. Turkish Journal of Education, 7(4), 169-185.
Rakap, S., Balikci, S., Kalkan, S., & Aydin, B. (2018). Preschool teachers’ use of strategies to support social-emotional competence in young children. International Journal of Early Childhood Special Education, 10(1), 11-25.
Rakap, S. (2017). Okul öncesi dönemde kaynaştırma eğitimi uygulamalarının desteklenmesinde doğal öğretim yaklaşımları [Naturalistic instructional approaches to support inclusion of preschool children with disabilities]. Özel Eğitim Dergisi [Journal of Special Education], 18(3), 471-492. doi: 10.21565/ozelegitimdergisi.319665.
Rakap, S. (2017). Impact of coaching on pre-service teachers’ use of embedded instruction in inclusive preschool classrooms. Journal of Teacher Education, 68(2), 125-139. doi: 10.1177/0022487116685753.
Rakap, S., & Balikci, S. (2017). Using embedded instruction to teach functional skills to a preschool child with autism during ongoing activities of a preschool classroom. International Journal of Developmental Disabilities, 63, 17-26. doi: 10.1080/20473869.2015.1109801
Rakap, S., Cig, O, & Parlak-Rakap, A. (2017). Preparing preschool teacher candidates for inclusion: Impact of two special education courses on their perspectives. Journal of Research in Special Education Needs, 17(2), 98-109. doi: 10.1111/1471-3802.12116
Diken, I. H., Rakap, S., Diken, O., Tomris, G., & Celik, S. (2016) Early childhood inclusion in Turkey. Infants & Young Children, 29(3), 231-238. doi: 10.1097/IYC.0000000000000065
Rakap, S., Balikci, S., Parlak-Rakap, A., & Kalkan, S. (2016). An analysis of Turkish pre-service teachers’ knowledge of Autism Spectrum Disorder: Implications for teacher preparation programs. SAGE Open, 6(3), 1-11. doi: 10.1177/2158244016668853
Rakap, S., Parlak-Rakap, A., Aydın, B. (2016). Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes towards inclusion of young children with disabilities. International Journal of Inclusive Education, 20(11), 1223-1237. doi: 10.1080/13603116.2016.1159254
Rakap, S., Rakap, S., Evran, D., & Cig, O. (2016). Comparative evaluation of the reliability and validity of three data extraction programs: UnGraph, GrahpClick, and Digitize It. Computers in Human Behavior, 55, 159-166. doi:10.1016/j.chb.2015.09.008
Snyder, P., Rakap, S., Hemmeter, M. L., McLaughlin, T., Sandall, S., & McLean, M. (2015). Naturalistic instructional approaches in early learning: A systematic review of the empirical literature. Journal of Early Intervention, 37, 69-97. doi: 10.1177/1053815115595461
Rakap, S., Jones, H., & Emery, A.K. (2015). Evaluation of a web-based professional development program (Project ACE) for teachers of children with autism. Teacher Education and Special Education, 38(3), 221-239. doi: 10.1177/0888406414535821
Rakap, S. (2015). Quality of individualized education program goals and objectives for preschool children with disabilities. European Journal of Special Needs Education, 30(2), 173-186. doi: 10.1080/08856257.2014.986909
Rakap, S. (2015). Effect sizes as result interpretation aides in single-subject experimental research: Description and application of four nonoverlap methods. British Journal of Special Education, 42(1), 11-33. doi: 10.1111/1467-8578.12091
Rakap, S., & Rakap, S. (2014). Parent-implemented naturalistic language interventions for young children with disabilities: A systematic review of single-subject experimental research studies. Educational Research Review, 13, 35-51.
Rakap, S., Snyder, P., & Pasia, C. (2014). Comparison of nonoverlap methods for identifying treatment effect in single-subject experimental research. Behavioral Disorders, 39, 128-145.
Rakap, S., & Parlak-Rakap, A. (2011). Effectiveness of embedded instruction in early childhood special education: A literature review. European Early Childhood Education Research Journal, 19, 79-96.
Rakap, S. (2010). Impact of learning styles and computer skills on adult students’ learning online. Turkish Online Journal of Educational Technology, 9, 108-115.
Rakap, S., & Kaczmarek, L. (2010). Teachers’ attitudes towards inclusion in Turkey. European Journal of Special Needs Education, 25, 59-75.