Leadership and the Sociocultural Evolution of Special Education

The overrepresentation of U.S. minority students identified for emotional and behavior disorders special education programs plagues schools and challenges researchers and practitioners. Arcane methods including teacher nomination continue to guide referral processes, despite compelling evidence of their influence on disproportionate special education placement for children of color. As universal screening practices are deployed, emerging evidence suggests that requiring a teacher, parent, or student to complete a rating scale may reduce disproportionality. By using available research to posit that if schools engage in universal screening of behavioral and emotional risk using formal scales, fewer children of color would be placed in special education programs. The logical and evidentiary case for universal screening is made and questions requiring more research are presented.Keywords: disproportionality, emotional behavior disorder, behavioral and emotional risk, special education referralEarly intervention and prevention programs have been linked to positive school outcomes such as high school completion, promoting increased well-being, and enhanced resilience (Blair & Diamond, 2008; Greenberg, Domitrovich, & Bumbarger, 2000). Blair and Diamond (2008), for example, found that intervening to improve emotional and behavioral regulation among students at risk for school failure increases their likelihood of academic success. However, current practices for identifying students in need of behavioral and emotional support in schools often fail to identify all students who need support, are implemented after student problems have increased in magnitude, and tend to identify a large number of minority students (Ferri & Conner, 2005; Skiba, Simmons, Ritter, Kohler, Henderson, & Wu, 2006).Increasing pressures on school districts and state education agencies to address the disproportionate number of African American students in special education programs have had little impact on the practices employed for identifying students for these programs (Artiles & Bal, 2008; Artiles, Bal, & King-Thorius, 2010). School districts continue to use teacher referral practices that identify an over representative number of African American students for special education and related services (Ferri & Conner, 2005; Semmel, Gerber & MacMillian, 1994). These practices also overlook the value of norm-referenced child data; these data are rarely used in special education decision-making, including the eligibility determination process (Ferri & Conner, 2005; Kim & Rowe, 2004). For these reasons, a change in the methods used to identify students with behavioral and emotional disorders is warranted. This article reviews research suggesting that the use of student self-report universal screening instruments may diminish the overrepresentation of African American students in special education programs, and guide early intervention for students at risk for behavioral and emotional disorders.DlSPROPORTIONALITYDisproportionality refers to the disproportionate or unequal number of students of color in special education programs. Research in the area of disproportionality generally investigates both the overrepresentation of minority students in special education programs and the underrepresentation of these groups in programs for the gifted and talented, (Waitoller, Artiles, & Cheney 2010). This article will focus on the overrepresentation of Black students being referred for special education services.Researchers have attempted to understand the cause of, and develop remedies for, the overrepresentation of African American students in special education programs for more than five decades (Dunn, 1968; Ferri & Connor, 2005; Ferri, Connor, & Connor, 2010; Harris, Brown, & Richardson, 2004). According to the U.S. Department of Education (2006), African American students are identified with a disability and placed in special education programs at a significantly higher rate than their White peers. …

This study aims to improve the operating guidelines of the Special Integration Education Program (PPKI) in Malaysia through qualitative methodology. The problem statement for this study is the insufficient operational guidelines for the Integrated Special Education Program, leading to sub-optimal results for students with special educational needs. Research objectives include identifying key challenges in the implementation of Special Integration Education Program operating guidelines, exploring stakeholders' perspectives on the current system, and developing recommendations to improve Special Integration Education Program operating guidelines. The literature review highlighted previous studies on the subject, emphasizing the need for a more comprehensive approach to the operationalization of Integrated Special Education Programs. The conceptual framework shows how the research will be conducted, using qualitative methods such as semi-structured interviews and focus group discussions. The findings are expected to contribute to the improvement of the implementation of the guidelines for the operation of the Integration Special Education Program in Malaysia, which will ultimately benefit students with special education needs.

هدفت الدراسة إلي التعرف علي مدى تشبع برنامج التربية الخاصة (مقررات التربية الخاصة) بالمعايير المهنية لمعلمي التلاميذ ذوى الإعاقة الفکرية من وجهة نظر الطالب – المعلم، وهل يختلف اکتساب الطالب – المعلم بمسار الإعاقة الفکرية في برنامج التربية الخاصة للمعايير المهنية باختلاف المعدل الدراسي، ودرجة الرضا عن الدراسة. تکونت عينة الدراسة من (85) طالبا - معلما في مسار الإعاقة الفکرية خلال العام الجامعي 2018/2019، استجابوا على قائمة المعايير المهنية لمعلمي التربية الفکرية، وقائمة درجة الاستفادة من مقررات برنامج التربية الخاصة. وباستخدام المنهج الوصفي التحليلي، توصلت الدراسة إلي العديد من النتائج، أهمها أن أکثر المعايير تشبعا ببرنامج التربية الخاصة بالترتيب ما يلي: أعرف المفاهيم والأسس التي يرتکز عليها تخصص التربية الخاصة، أعرف المفاهيم الأساسية للإعاقة الفکرية، أعرف الخصائص العامة للطلاب ذوي الإعاقات الفکرية، في حين أن أقل المعايير تشبعا ببرنامج التربية الخاصة بالترتيب ما يلي: أستطيع تطبيق استراتيجيات تنمية المهارات الاستقلالية لدى الطلاب ذوي الاحتياجات التربوية الخاصة، أستطيع توظيف البرامج السلوکية لذوي الاحتياجات التربوية الخاصة. ومن جانب آخر، يوجد عدد من المقررات استفاد منها الطلاب بشکل أکبر مثل : التدريب الميداني في مجال الإعاقة الفکرية، دراسة حالة في مجال التخصص، مشروع تخرج في مجال ذوي الإعاقة الفکرية، مقدمة في التربية الخاصة، اضطرابات التواصل. في حين يوجد عدد من المقررات التي استفاد منها الطلاب بشکل أقل، مثل: مقدمة في علم وظائف الأعضاء، الأنظمة والتشريعات في التربية الخاصة، مصطلحات وقراءات في التربية الخاصة باللغة الإنجليزية، التطبيقات العلمية لأبحاث التربية الخاصة، انتاج مواد وتقنيات تعليمية، الإعاقات المتعددة، الإعاقات الجسمية والصحية. وکان من نتائج الدراسة -أيضا- وجود فرق دالة إحصائيا بين متوسطي درجات الطلاب - المعلمين على قائمة المعايير المهنية وفقا للمعدل التراکمي، وذلک لصالح الطلاب - المعلمين ذوي المعدل التراکمي الأعلى من ٤.٥، ووجود فرق دال إحصائيا بين متوسطي درجات الطلاب- المعلمين على قائمة المعايير المهنية وفقا لمتغير الرضا عن المقررات الدراسية، وذلک لصالح مستوى راض مقارنة بمستوى غير راض. Special Education Program and its effect on the student-teacher acquisition of professional standards for teachers of students with intellectual disabilities Abstract The study aimed at identifying the saturation of the special education program (special education courses) with the professional standards for teachers of students with intellectual disabilities from the viewpoint of student-teacher , and does the acquisition of student-teachers in the course of intellectual disability in the special education program for professional standards differ according to the academic rate and degree of satisfaction about studying. The sample of the study consisted of (85) student-teachers in the course of intellectual disability during the academic year 2018/2019, who responded to the list of professional standards for teachers of intellectual education, and the list of the degree of benefit from the courses of the special education program. Using the descriptive analytic approach, the study reached many results, the most important of which are that the most saturated criteria in the special education program in the following order: I know the concepts and foundations that underlie the special education specialization, I know the basic concepts of intellectual disability, and I know the general characteristics of students with intellectual disabilities, while the lowest saturated criteria in the special education program in the following order: I can apply independent skills development strategies for students with special educational needs, and I can apply behavioral programs for those with special educational needs. On the other hand, there are a number of courses that students have benefited most from, such as: field training in the field of intellectual disability, case study in the field of specialization, a graduation project in the field of intellectual disabilities, introduction to special education, and communication disorders. While there are a number of courses that students have benefited to a lesser extent, such as: Introduction to physiology, regulations and legislation in special education, terms and readings in special education in the English language, scientific applications for special education research, production of educational materials and techniques, multiple disabilities, and Physical and health disabilities. The study also found a statistical significant difference between the average scores of student-teachers on the list of professional standards according to the cumulative average, for the benefit of student-teachers with a cumulative average higher than 4.5, and a statistical difference between the average scores of student-teachers on List of occupational criteria according to the variable of satisfaction with the courses, in favor of a satisfied level compared to a dissatisfied level.

This study aims to determine the impact of special education programs on students' learning and education in today's schools in Thailand during the School Year 2024-2025. The study included kindergarten teachers and parents of learners with disabilities as the respondents of the study. The results revealed that On the factors that indicate the participation of the learners with special needs in a special education program according to the teacher-respondents’ assessment, most of the learners with special needs are catered in the mainstream classes inclusion as type of special education program, the learners with special needs are attending two to three times a week but most of them attend every day in the specified special education program having a maximum duration of participation of six months to full school year in the specified special education program. The results also reveals that most of the learners with special needs are receiving academic interventions as support services but shows small regarding speech and occupational therapies. Lastly, most of the learners with special needs have mild to moderate severity of disability attending in the specified special education program and few in numbers with severe disability. Moreover, all the indicators on the level of perceived effectiveness of special education to the learners’ progress in terms of quality of instruction, relevance of individual learning plan, availability of support services, teachers’ competence, parent’s collaboration, and availability of learning resources are verbally interpreted as “Moderately Effective”. Likewise, all the indicators on the impact of special education programs on the development of learners with special needs in terms of academic improvement, positive behavior, communication skills, functional life skills (WM=2.98), and learning engagement are verbally interpreted as “High Impact”. To add, there are significant differences in the perceived level of effectiveness of a special program between teachers and parent-respondents when grouped according to factors that indicate the participation of the learners with special needs in a special education program when grouped according to type of special program, frequency of service, support services received, and severity of disability but there is no significant difference when grouped according to duration of participation as factor that indicate the participation of the learners with special needs in a special education program. Meanwhile, there is a significant positive relationship between the perceived effectiveness of the special education program and its impact on the development of learners with special needs. Keywords: Special Education Programs, Learners with Disabilities, Parental Involvement, Academic Improvement, Individual Learning Plan, Positive Behavior, Functional Life Skills

INTRODUCTION This article focuses on one of the more detrimental outcomes of the complex web of social forces that mitigate against African American males in school and society: their all-too-frequent placement in special education programs. Special education was mandated by law in 1975 with the passage of the Education for all Handicapped Children Act (EHA), now renamed the Individuals with Disabilities Education Act (IDEA). The purpose of the EHA was to provide specialized services to students who, by virtue of disability, could not profit from regular educational curriculum and instruction. The law was intended to regulate and extend to all children, regardless of handicap, the provision of special education services that already existed in various forms across the country. By the time it was enacted, however, evidence of misuse of this umbrella construct was already visible, as reflected in the EHA's requirement that assessment for special education purposes be nonbiased and conducted by a multidisciplinary team. Despite widespread concern, this requirement has proven to be extremely difficult to implement. Racial, gender, cultural and linguistic biases remain integral aspects of the special education process, particularly for African American males. In this article, we argue that the entire process is seriously biased against African American male students, from their first experiences in regular education through their disproportionate referral to, assessment for, and placement in special education programs. We begin with a brief overview of the history of this phenomenon and conclude with recommendations reflecting our belief that the inappropriate designation of educational disability has been created by schools and must be dismantled by schools. The disproportionate placement of students of a particular group in special education programs means that the group is represented in such programs in a greater percentage than their percentage in the school population as a whole. The issue is the relativity of placement, not absolute numbers. In assessing disproportion, then, one must first note the percentage of a given group in the population as a whole and then compare it to the percentage of that group in the special education program. Chinn and Hughes (1987) define disproportion as plus or minus 10% of the percentage that would be expected on the basis of the school-age population. For example, if African Americans account for 16% of the U.S. public school enrollment (U.S. Department of Education, Office for Civil Rights, 1994), then one would expect the special education enrollment to fall within a range of plus or minus 1.6% of the total enrollment; hence, any special education placement percentage outside of the range from 14.4% to 17.6% would be considered disproportionate. Another important aspect of this phenomenon is that historically it has been concerned mostly with what are referred to as the categories of disability-that is, the milder disability categories whose diagnoses are based essentially on clinical judgment rather than verifiable biological criteria. The centrality of the role of judgment makes it a potential source of bias. The disability categories considered to be most susceptible to bias are Educable Mental Retardation (EMR), Serious Emotional Disturbance (SED), Specific Learning Disability (SLD), and Speech Impairment (SI). Another category susceptible to bias that reflects more severe disability is Trainable Mental Retardation (TMR), which historically has been used to refer to moderate rather than mild mental retardation. For several decades, the U.S. Department of Education's (USDOE) Office for Civil Rights (OCR) has been charged with the responsibility for monitoring disproportion in all these categories.1 While the present article focuses on issues related to these judgment categories, identification of a disproportionate number of African American males has also been noted in recent years in the categories of deafness, visual impairment, and other health impairments (USDOE, Office of Special Education Programs [OSEP], 1992b). …

Throughout the world, special education has always been substantially concerned with “striving for excellence”, in the sense that what has been sought and striven for by special educators are specific programs and policies which effectively meet the special educational needs of particular children and adults who are not adequately served by the programs and policies generally available. The term “striving” has two related meanings and both seem apt in the present context. First, an examination of the history of special education reveals that appropriate special education policies and programs are seldom, if ever, achieved unless those seeking them on behalf of exceptional learners have the commitment, determination, and fortitude to strive - in the sense of “fight” - often against very considerable opposition, to achieve what is required. The second meaning of “strive” - to make a great and tenacious effort, also epitomizes the work of those who have sought and still seek appropriate special educational programs and policies.

Occupational therapy is the profession of supporting children with special needs to optimise participation in the school curriculum. Occupational therapy service in school is described as an integrated service between stakeholders to support inclusive education, special education, and mainstream programmes. This research explored three main objectives, (1) the status of occupational therapy service delivery for special education in Malaysia, (2) the specification of the occupational therapy capacity within special education, and (3) the challenges in the implementation of the practice in the Malaysian context. The research employed quantitative study and individual semi-structured interviews with occupational therapy professionals and special education teachers. A descriptive analysis was utilised for the quantitative research, and a thematic analysis was applied for open-ended interview questions. The finding showed a scarcity of occupational therapy service provision in the special education programs in Malaysia. The function of school-based occupational therapy practitioners was mainly providing screening, individual assessment and intervention, training to teachers and parents, and consultation on special education school placement. The themes that appeared in challenges encountered in the practice implementation were the inadequacy of school-based occupational therapists in the practice setting, funding deficiency in terms of facilities, political governance impact, and the collaborative practice between teachers and therapists. In conclusion, this study provides insights and discernment on implementing school-based occupational therapy practice to support special education service delivery in Malaysia. This study is significant to highlight the necessity to strengthen special education provision through support service practice.

The introduction of inclusive education is an important factor in the development of society. The teacher plays special role in this context, the motivational readiness of teachers to work in an inclusive environment is important. The analysis of educational programmes showed that graduates of pedagogical majors are subject to equally high requirements for their psychological readiness to work with children with special educational needs. However, the educational components aimed at the formation of psychological readiness for the studied quality are not fully represented. Therefore, the aim of the study was to experimentally compare the motivational and value aspects of the psychological readiness of future teachers majoring in Special Education and Educational, Pedagogical Sciences to work in an inclusive educational environment. The research involved the method of T.I. Ilyina “Study of Educational Motivation in High School”, the Inclusive Education Questionnaire, V.V. Boyko’s Communicative Tolerance Test were used. Statistical analysis of the data was performed using the Mann-Whitney U-test, Fisher’s φ-test. As a result it was determined that students majoring in Special Education have a higher level of psychological readiness to work in an inclusive educational environment than students majoring in Educational, Pedagogical Sciences. To sum up, it is necessary to strengthen educational programmes for teacher training with the components of inclusive education, as well as to include inclusive-oriented topics in the general professional subjects. We consider the study of cognitive and activity aspects of psychological readiness of future teachers to work in the inclusive education as a prospect for further research.

The aim of this research is, the effect of physical and emotional development of students on the water therapy training program which is applied to mentally retarded. 24 students (16 male, 8 female) who study in the special education and rehabilitation center have participated to this research. These students are between 10 and 18 years of age. The special movement education program has been made for therapeutic reaction in the pool by special education experts and physical education sport faculty for the students. This special movement education program has been developed considering the exercises of force, flexibility, ability and balance. Permissions were obtained from parents of students and corporate executives for this program. This program was performed for two months, two days in each week and 60-90 minutes each day. The observations of workouts were saved from beginning to the end with the permission of the parents. According to the research observations, it was observed that before the studies students hesitated getting into the water, they were afraid and hesitant to do the exercises, failed to do the movements and did not want to leave their parents. After the research process, it was observed that students wanted to get into the water immediately, they did the exercises with fun, managed all the exercises which were shown after 2-3 times and they wanted from their parents to go out of the pool during the studies. In interviews with parents, they expressed that their children woke up early for coming to the special education and rehabilitation center in the day of pool studies, they wanted to prepare their pool stuff, they came to the center happily and they were much calmer and were obedient after they went home and they had better sleep. According to the research it has been reached that water therapy training program of children who take special education contributed positively to the physical, social and psychological development of the students.Keywords: mentally retarded; water therapy; therapeutic recreation; exercise;

The aim of this research is, the effect of physical and emotional development of students on the water therapy training program which is applied to mentally retarded. 24 students (16 male, 8 female) who study in the special education and rehabilitation center have participated to this research. These students are between 10 and 18 years of age. The special movement education program has been made for therapeutic reaction in the pool by special education experts and physical education sport faculty for the students. This special movement education program has been developed considering the exercises of force, flexibility, ability and balance. Permissions were obtained from parents of students and corporate executives for this program. This program was performed for two months, two days in each week and 60-90 minutes each day. The observations of workouts were saved from beginning to the end with the permission of the parents. According to the research observations, it was observed that before the studies students hesitated getting into the water, they were afraid and hesitant to do the exercises, failed to do the movements and did not want to leave their parents. After the research process, it was observed that students wanted to get into the water immediately, they did the exercises with fun, managed all the exercises which were shown after 2-3 times and they wanted from their parents to go out of the pool during the studies. In interviews with parents, they expressed that their children woke up early for coming to the special education and rehabilitation center in the day of pool studies, they wanted to prepare their pool stuff, they came to the center happily and they were much calmer and were obedient after they went home and they had better sleep. According to the research it has been reached that water therapy training program of children who take special education contributed positively to the physical, social and psychological development of the students. Keywords: mentally retarded; water therapy; therapeutic recreation; exercise;

Purpose Recently with increased legislative support and evidence-based studies on the importance of education for children with disabilities in China, special education programs and intervention and rehabilitation services have received more and more attention. There are limited studies on special education programs for children with disabilities located in China’s rural areas. This paper aims to select one special education program in China’s northeast rural area with a special focus on its curriculum design, accommodative services and teacher qualifications. Recommendations were provided on how to modify the curriculum to meet each child’s special needs, increase social interaction among children, increase teacher qualifications and improve teacher family collaboration. Design/methodology/approach The participating program serves orphans and children with disabilities between 6 and 18 years old and provides them 9-year free education, along with free textbooks, uniforms, food and boarding. Currently, there are approximately 100 students and 40 teachers, one director and one nurse. The teacher/staff and student ratio is 1:3. Data were collected through classroom observation and interviews. Afterward, the interview data were transcribed. Data were analyzed following Braun and Clarke’s (2006) six-step approach. The researcher reviewed the collected data, then coded the data and reviewed, refined and revised the codes, and finally themes and sub-themes were identified with quotations that support each theme/sub-theme. Findings The identified themes are accommodations, education plan and curriculum and teacher qualifications. Accommodations include, but are not limited to, visual and hearing aids. National unity textbooks were adopted, along with national syllabus objectives, as a guideline for instruction and evaluation of child progress. Teachers also adjust curriculum-based students’ individual needs. All teachers hold an associate degree in special education, and those who teach specials hold a higher degree in the specialty area. Given that there is no speech language pathologist, physical therapist, or occupational therapist, teachers with rich working experiences in the related field serve as special professionals. Research limitations/implications The current research reports the program design, accommodations for children with disabilities, curriculum and syllabus, parent/guardian role and teacher qualifications in the selected school. Given that the current study focuses on only one school located in the rural area of China’s northeast, it may represent special education programs in rural China, but it is hard to be generalized to provide a big picture of China’s special education programs in more developed, metropolitan areas. Practical implications The selected school offers accommodative services to students with disabilities; adjusts its curriculum to make it developmentally appropriate; and offers educational, medical and rehabilitation services to promote student development to the maximum. The selected school should improve teacher quality, increase social interaction between children with and without disabilities, modify the curriculum to cater to individuals with different severities of disabilities and increase family professional collaboration. Originality/value There is limited study on special education programs for young children with disabilities in China’s rural area. The current study fills this gap and studies a special education school that offers services to children as young as six years old located in a small town in the northeast of China. The special focus of the study includes program curriculum, accommodations, rehabilitation and intervention services and teacher qualifications in this program.

For years, there has been a shortage of educators qualified to teach students with disabilities. The effect this has on student outcomes is immeasurable. To overcome this shortage, universities are searching for ways to enroll more students into their special education programs, ensure these graduates are prepared for long-term employment, and arm them with the skills necessary to best prepare their future learners. To this end, special education teacher educators seek ways to instruct most effectively during their limited time with their preservice teachers. This article discusses an instructional method to help teacher educators accomplish this goal, drawing on theoretical frameworks related to active learning techniques. Compared to the traditional method of instruction, the blended learning approach affords teachers more in-class time to actively engage preservice teachers with their course content while maintaining a rigorous learning environment. The authors explain how this model can be incorporated into synchronous and asynchronous courses and share valuable online educational resources for successful implementation. Additionally, the authors discuss active learning strategies and video analysis tools to support preservice teachers in both the classroom and during field supervision. All of these focus on equipping preservice teachers to effectively handle the diverse and constantly evolving demands of the contemporary classroom, which may positively impact teacher retention and create a more stable teaching workforce.

Online special education courses and programs are widely available and provide pathways for both initial certification and in-service professional learning. Despite the wider availability of online special educator courses and programs due to the COVID pandemic, very limited research about special education candidates and educator preferences for online courses is available. This study included 965 special education teachers and paraprofessionals who completed an online survey of their preferences about various special education course formats and lengths. Results indicated that special educator course format and length preferences varied and that fully online courses are not uniformly the top choice. Findings also suggested that shorter online courses (e.g., 7-weeks) are best suited to knowledge-based topics, while skills-based courses benefit from longer course duration (e.g., 15-weeks). Implications for special education program delivery are discussed.

Objectives: This study aimed to determine the implementation degree of quality standards in the special education program at Al-Balqa Applied University. Methods: The descriptive strategy was applied. A random cluster sample of 56 faculty members from Balqa Applied University made up the study sample. The Jordanian Universities Accreditation and Quality Assurance Authority's Manual of Jordanian Quality Assurance Standards for the Educational Sciences Program served as the foundation for the creation of the instrument. Results: According to the indicators of the standards for the three aspects of the standards, the study found that Al-Balqa Applied University's special education program applied quality standards to a high degree. However, the findings also revealed weaknesses in the policies that govern student transfer, a strained relationship between faculty members and library and database staff, and the absence of a more thorough, in-depth analysis. The demographics of faculty members' gender and academic rank are linked to how strictly quality standards are applied in Balqa Applied University's special education program. Conclusions: The study suggested updating academic materials for special education programs to achieve depth and current practices in special education, introducing periodic assessment procedures of special education programs, developing appropriate policies for students transferring from other academic programs, and strengthening the communication channel and relationship context among special education program's faculty members and workers in library and databases.

Subject of the Study: The purpose of this study is to search the effect of “Special Activity Education Program” applied to female students studying in Special Education Rehabilitation Centers to physical parameters of these students. Material and Method: 28 female students having special education attended to the study. These students aged 8-16 were divided into groups as 8-10, 11-13 and 14-16 aged and they were included to the study. For the study “Special Activity Education Program” was prepared with Academic Members in Faculty of Sports Sciences and Physical Education Teachers from Special Education Schools. The program was applied in 12 weeks, 3 days in a week and 50-60 minutes in a day. Before and after the study, Eurofit Tests (25 meter Sprint Test, Flamingo Balance Test, Touching the Discs Test, Sit and Reach Flexibility Test, Standing Long Jump Test, Right-Left Handgrip Test , Sit-Ups in 30 seconds Test, Bent Arm Hang in 30 seconds Test, Vertical Jump Test, 10x5 meter Shuttle Run Test) and Anthropometric Tests (Length and Body Weight ) were applied. Analysis: Gained data were analyzed by SPSS.16 program and were commented by finding arithmetic mean, minimum and maximum values and SS values. Findings and Results: According to pretest and posttest results of the study; significant data were found from pretest and post test results of Flamingo Balance Test, Sit and Reach Flexibility Test, Standing Long Jump Test, Right Handgrip Test , Sit-Ups in 30 seconds Test, Bent Arm Hang in 30 seconds Test, Vertical Jump Test of Eurofit Tests (p>0.05). However, no significant data were found from 25 meter Sprint Test, Touching the Discs Test, 10x5 meter Shuttle Run and Left Handgrip Tests (p>0.05). Article visualizations: