Support System in Turkey: RAM and Legal Rights

ÇÖZGER/Adult medical board reports, RAM educational assessment, school-based IEP, and Support Education Room processes, alongside legal exam accommodations for individuals with ADHD, SLD, and Autism in Turkey.

Section 1: Medical Board Process and Reports (OZGER / Adult Disability Report)

The educational and legal framework for neurodivergent individuals in Turkey provides key protections for conditions such as Attention Deficit Hyperactivity Disorder (ADHD), Specific Learning Difficulties (SLD - Dyslexia, Dysgraphia, Dyscalculia), and Autism Spectrum Disorder (ASD).

For Individuals Under 18: ÇÖZGER (Special Needs Report for Children)

Enacted on February 20, 2019, under Regulation No. 30692, the **"Special Needs Evaluation for Children" (ÇÖZGER)** reform replaced rigid percent-based disability scoring for minors with **"Special Needs Levels" (Özel Gereksinim Düzeyleri)**. This shift minimizes social stigma (stigmatization) and psychological labeling during key developmental ages.

To prevent disruption during the transition, existing hospital boards authorized to issue disability reports continue to issue ÇÖZGER. In cases not covered by the ÇÖZGER directive, the Ministry of Health's "Principles and Procedures on Health Reports" apply. However, reports requested for social security benefits under Law No. 5510 and differential monthly allowances under Law No. 2022 fall outside the scope of ÇÖZGER.

To preserve legacy rights and interface with other government branches, the new special needs levels map back to underlying percent equivalents (under Ek-3 of the regulation):


Special Needs Level (Turkish Term)	Abbreviation	Regulatory Percent Equivalent (%)	Legal Significance
Özel gereksinimi vardır	ÖGV	20% - 39%	Minimum baseline required for RAM guidance and school IEPs
Hafif düzeyde özel gereksinimi vardır	Hafif Düzeyde ÖGV	40% - 49%	Minimum bar for tax deductions and standard disability rights
Orta düzeyde özel gereksinimi vardır	Orta Düzeyde ÖGV	50% - 59%	Indicates partial dependency or moderate support needs
İleri düzeyde özel gereksinimi vardır	İleri Düzeyde ÖGV	60% - 69%	High level of clinical and environmental support required
Çok ileri düzeyde özel gereksinimi vardır	Çok İleri Düzeyde ÖGV	70% - 79%	Baseline for severe disability classification
Belirgin düzeyde özel gereksinimi vardır	BÖGV	80% - 89%	Classified as severely disabled (caregiver allowance eligibility)
Özel koşul gereksinimi vardır	ÖKGV	90% - 99%	Fully dependent / severe disability status

In cases of Dyslexia (SLD) and mild ADHD, boards typically issue an "Özel gereksinimi vardır" (ÖGV) (20%-39%) decision. While this does not qualify the family for monetary aid or tax breaks, it is the sole legal document required to trigger RAM educational routing, school IEPs, and exam accommodations.

For Autism Spectrum Disorder (ASD), child psychiatrists in Turkey historically preferred to initiate the diagnostic process using "Atypical Autism" as a strategic pre-diagnosis. This choice served to protect children from early social labeling (stigmatization), lower family anxiety, and immediately secure RAM educational routing for early intervention.

In the old reporting system, children with mild Atypical Autism or Asperger's Syndrome were typically given a borderline 40% disability score to enable support access. Under the modern ÇÖZGER system, depending on clinical and functional requirements, these children can be directly assigned the "Özel Koşul Gereksinimi Var" (ÖKGV - Has Special Conditions Need) (%90-99 equivalent) level. This enables even mildly affected or atypical children to access the highest level of social and financial benefits, such as tax-free (ÖTV exempt) vehicle purchasing. Generally, mild or Asperger profiles receive "Hafif Düzeyde ÖGV" (40%-49%) or "Orta Düzeyde ÖGV" (50%-59%) under ÇÖZGER, whereas those with more significant developmental needs can reach "Çok ileri düzey" (70%-79%) or "ÖKGV" (90%-99%). A score of 70% or higher ("Çok ileri düzey" and above) qualifies the child as "severely disabled," granting access to the Home Caregiver Allowance (Evde Bakım Aylığı). Under Income Tax Law No. 193, employees with a child scoring 40% or higher can claim disability tax exemptions. ÇÖZGER reports are temporary (typically 1-2 years) to track child development. If a child's needs resolve through intervention, the report is not renewed, ensuring no permanent record interferes with future careers like the military or police force.

Adult Disability Health Board Reports and the Balthazard Formula

Upon turning 18, the ÇÖZGER report expires, and the individual becomes subject to the **"Regulation on Disability Assessment for Adults"**. This transition is vital for university exams, EKPSS (Disabled Civil Servant Exam), and workplace quotas. Percentages (%) and disability classifications return. Adult evaluations assess not just the diagnosis, but chronicity, treatment response, and occupational/daily life functional impairment.

For Autism (ASD), adult percentages in the official registry are:

*Mild Impairment:* 40% disability (the minimum legal bar for EKPSS and adult disability rights in Turkey).

*Moderate Impairment:* 60% disability.

*Severe Impairment:* 80% disability.

Adult reports for ADHD and learning differences alone rarely meet the 40% threshold. However, if they are accompanied by chronic comorbidities like depression, generalized anxiety, or OCD, the cumulative functional impairment dictates the score. In psychiatric conditions, a partially resolved neurosis gets 20%, an unresolved one 40%, and conditions like bipolar disorder or schizophrenia can reach 45%, 65%, or 80%.

If an adult has multiple conditions, they are combined using the Balthazard Formula to prevent the total score from exceeding 100%:

**Total Disability Percentage = A + [ (100 - A) * B / 100 ]**

*Where A is the highest percentage and B is the second-highest percentage.*

Example Calculation: If an individual has a 40% rating for Autism and a 20% rating for Diabetes: 1. Identify the highest rate: $A = 40$. 2. Calculate remaining capacity: $100 - 40 = 60$. 3. Calculate the impact of the second condition: $60 \times 0.20 = 12$. 4. Sum the rates: $40 + 12 = 52\%$.

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Section 2: MoNE RAM (Guidance and Research Center) Evaluation

Medical reports must be translated into educational pathways through the Ministry of National Education's (MoNE) local Guidance and Research Centers (RAM).

RAM Application and Required Documents

The process begins when a school counselor flags a student's academic or attention differences and routes the family to a hospital. While RAMs can administer IQ tests, they cannot diagnose ADHD, SLD, or Autism without a hospital medical report. Once the hospital report is ready, the school counseling service registers the student's details online via the "e-Rehberlik" module. The family then schedules a RAM appointment, bringing the following mandatory documents:


Required Document	Purpose and Description
Student and Parent Identity Card Copies	Required for official registration and identity verification.
Parent Application Petition	Provides formal proof that the process was initiated by the legal guardian.
5 Passport Photos	Used for physical filing and official identity matching on reports.
Hospital Report (Current)	Valid ÇÖZGER or Adult Disability Health Board Report.
Term-End Individual Performance Evaluation Form	Provided if the student attends a private special education or rehabilitation center.
Monthly and Yearly Performance Logs	Submitted to demonstrate longitudinal progress under rehabilitation tutoring.

Special Education Board Decisions

The RAM Special Education Assessment Board reviews the medical records and performs educational diagnostic testing. The board places the student in the "least restrictive educational environment." Students with ADHD and SLD are placed in general education classrooms as mainstreamed students (Kaynaştırma). Students with moderate to severe autism may be guided to Special Education Classes or dedicated Autism Schools.

An exception is "Home Education" (Evde Eğitim). While not used for ADHD or typical learning differences, if a child's autism is accompanied by severe neurological crises, seizures, or clinical immune conditions that prevent school attendance, home schooling can be authorized. This requires a specific hospital "Health Board Report" stating they cannot physically attend school.

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Section 3: School-Based Support: IEP (BEP) and Mainstreaming

Once the school receives the RAM decision, implementing an Individualized Education Program (IEP / BEP) and support room services becomes a legal requirement.

IEP (BEP) and School Board Dynamics

The Special Education Services Regulation (2018) mandates an IEP for every mainstreamed student. The IEP sifts curriculum benchmarks to match the student's learning speed and executive functioning profile. It is prepared by the school **IEP Development Team**, chaired by the school principal (responsible for overall supervision and resource allocation) and coordinated by an assistant principal, alongside counselors, teachers, and parents.

For ADHD, an IEP adjusts seating layouts and breaks testing into shorter modules. For Dyslexia (SLD), it guarantees accommodations like oral testing, reading assistance, and ignoring spelling/dictation errors in written work.

Support Education Room (DEO): 1-on-1 Tutoring

Support education rooms provide spaces where mainstreamed students receive 1-on-1 or small group instruction tailored to their IEP. Okul administrations cannot refuse to open a DEO by citing budget or space shortages.

Under the regulation, a student's weekly DEO hours cannot exceed 40% of their weekly class schedule:

*Primary School Students:* Up to 12 hours per week.

*Middle School Students:* Up to 14 hours per week.

*High School Students:* Up to 16 hours per week.

This prevents the student from being isolated from general education peer groups. DEO tutoring is assigned to school teachers, with primary school teachers capped at 8 extra hours per week.

To bridge shortages, MoNE organizes a 240-hour "Special Education Applications Course." Certified teachers receive a 25% extra pay incentive per hour for teaching in the DEO. RAM tracking logs show students view DEOs as a safe haven and often prefer spending their recesses there.

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Section 4: Accommodations in National Entrance Exams (LGS, YKS, EKPSS)

To ensure equity in high-stakes exams (LGS, YKS, KPSS, EKPSS), ÖSYM and MoNE provide official accommodations for candidates with valid medical board reports or ÇÖZGERs.

Exam Duration Accommodations (Extra Time)

To offset cognitive processing delays and executive functioning challenges, the following extra time is allocated:

*General Extra Time:* Candidates utilizing reader/writer support (including ADHD, SLD, and Autism) receive **30 minutes of extra time** (YKS, KPSS, LGS).

*Blind Candidates:* Using a reader, they receive an extra 30 mins for TYT, 50 mins for AYT, and 60 mins for YDT.

*Hearing Impaired:* Individuals diagnosed before age 6 with a 40%+ rating receive 20 mins extra in EKPSS (total 80 mins).

*Intellectual Disabilities:* Candidates with zihinsel diagnoses receiving reader/writer support receive 40 mins extra in EKPSS (total 100 mins).

Soru Kitapçığı and the Booklet Isolation Rule

Under ÖSYM rules, candidates using reader support cannot look at the question booklet, and those using writer support cannot mark the optical form (**Booklet Isolation**). However, an exception is made for candidates with dyslexia or intellectual disabilities, who are permitted to look at charts, figures, and graphs under the proctor's supervision.

Az gören candidates reading independently can request a 14-punto large print booklet but cannot use a reader. Post-exam, ÖSYM publishes the marked optical sheets and candidate responses on the "ais.osym.gov.tr" portal, allowing candidates to verify proctor inputs.

Physical Exam Venue Accommodations

*Private Rooms (Tekli Salon):* Candidates using reader/writer support or those with ADHD/Autism needing isolation from distractions are assigned private testing rooms.

*Special Equipment Rooms:* Candidates with medical devices (hearing aids, insulin pumps) are placed in testing rooms equipped with signal jammers for security.

*Ground Floor Access:* Assigned to candidates with mobility issues.

*Academic Flexibility:* Candidates applying for University Special Talent Examinations (Sports, Fine Arts) can use their TYT scores for 2 consecutive years.

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Section 5: Legal Framework, Appeal Paths, and Confidentiality

When schools or institutions fail to implement special education regulations, families have access to official appeal systems.

Remedying Compliance Issues

If a school administration fails to organize the IEP team or if a teacher refuses IEP exam adjustments, the parent must submit a written petition to the principal's office. Under administrative law, the school must register the petition and respond in writing within **15 working days**. If compliance is not met, parents should appeal to: 1. **District Special Education Services Board:** Supervises school compliance and enforces directives. 2. **CIMER:** Routes complaints directly to the MoNE Special Education General Directorate. 3. **The Ombudsperson Institution (KDK):** Investigates public service failures and provides non-binding recommendations.

Key Statutory Bases

**Constitution - Article 42:** *"No one shall be deprived of the right to education... The State shall take necessary measures to provide special education for those who need it due to their circumstances."*

**Disability Law No. 5378 - Article 15:** *"No individual shall be denied education based on their disability. Integrated education environments that accommodate specific needs must be provided."*

**MoNE Special Education Services Regulations (2018):** Defines RAM diagnostic steps, IEP rules, and DEO requirements.

KVKK Protections and Privacy

Under the Personal Data Protection Law (KVKK), all medical board and educational records are classified as **"sensitive personal data"**. They cannot be shared with third parties without written parental consent, and they do not impact civilian careers or driver's license applications.

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Section 6: Adult Rights and Workplace Adaptations

Protections extend into adulthood to guarantee equal employment and financial support.

Employment Quotas and Incentives

Under Labor Law No. 4857, Article 30:

**Quotas:** Employers with 50+ staff must hire **3%** disabled employees in the private sector and **4%** in the public sector.

**Incentives:** The Hazine covers 100% of the employer's share of social security premiums for quota employees.

Reasonable Accommodations

Employers must modify tasks and venues to fit neurodivergent staff:

*Sensory adjustments:* Quiet workspaces, noise-cancelling headphones, adjusted lighting.

*Flexible hours:* Adjusting start/end times or hybrid work models for ADHD/POTS sleep architecture differences.

*Task layouts:* Using digital project management tools (Jira, Trello) instead of verbal instructions.

Social Benefits

Adults with 40%+ disability reports receive income tax deductions, early retirement based on premium days, free local transit, and discounted airline/train fares.

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Section 7: Case-Based System Integration and Conclusion

Turkey's interdisciplinary support system operates across four main phases: Diagnosis, Planning, Implementation, and Evaluation. These pathways function longitudinally:

Case 1: Longitudinal Path of a Student with Dyslexia (SLD)

1. **Diagnosis:** In 2nd grade, the child presents with reading challenges. A medical evaluation yields a ÇÖZGER rating of 20%-39%, categorized as "Özel gereksinimi vardır" (ÖGV). 2. **Planning:** The hospital report is sent to RAM, which registers it in e-Rehberlik and issues a "Full-Time Mainstreaming" decision. The school IEP team constructs educational targets. 3. **Implementation:** The student spends 12 hours a week in the Support Education Room receiving 1-on-1 tutoring from a certified teacher. The teacher receives a 25% extra pay incentive. 4. **Evaluation (Exams):** When registering for lise (LGS) and university (YKS) entrance exams, the ÇÖZGER is uploaded. The candidate is granted 30 minutes of extra time and a reader. Taking the exam in a private room, the student is evaluated on comprehension without reading speed penalties.

Case 2: Adult ADHD and Public Sector Employment

1. **Diagnosis:** A student who received school support for ADHD applies to a medical board upon turning 18. Based on chronic ADHD and co-occurring anxiety, the board grants a 40% "Adult Disability Report." 2. **Planning & Implementation:** The individual registers for the EKPSS civil service exam, requesting extra time and a private room. This reduces cognitive overload, resulting in a high score and placement in a public institution. 3. **Evaluation:** The public sector employer accommodates the employee by utilizing digital project managers and allowing noise-cancelling headphones. The individual becomes a productive civil servant rather than facing underemployment.

Proper execution of these regulations ensures neurodivergent individuals have equal access to education, employment, and social participation.