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    Social Problems and Coping Mechanisms in Families of Children with Special Needs
    (Ankara Univ, Fac Educational Sciences, 2019) Yuksel, Hulya; Tanriverdi, Arzu
    This qualitative descriptive study aims to determine the problems in social relations faced by families with special needs regarding their children's impairment, and to examine the ways to cope with these problems. The study was conducted in April 2018, Malatya, Turkey. The study sample included 6 mothers and 4 fathers, and 2 focus group interviews were performed with them. Data were analyzed using descriptive analysis techniques. The themes determined were: (1) Social exclusion and isolation and (2) coping mechanisms. 7 sub-categories were identified under social exclusion and isolation. Some of these categories included lack of social acceptance and support, being perceived as an infectious disease and stigmatization/labeling. Furthermore, 4 sub-categories were identified under coping mechanisms: Establishment of association; socialization with other families who have children with special needs; trying to be invisible in public places and religious values. The families should be supported through multi-faceted social programs to cope with social isolation and exclusion.
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    Teacher Competencies and Qualifications for Support Services in Special Education Institutions
    (Dergipark Akad, 2021) Keser, Firat; Tanriverdi, Arzu
    The purpose of this research is to discuss teacher competencies and qualifications in special education schools, special education classes, counseling and research centers (CRC), and special education rehabilitation centers (SERC) for providing educational support services (ESS) to individuals with special needs (SEN). This research was designed as qualitative research, and focus group interviews were chosen as a data collection technique. Sixty-two teachers working in CRCs, SERCs, special education schools, and classes participated in the research. A descriptive analysis method, which is used in qualitative research methods, was used in order to analyze the research data. The findings of the research were examined under six themes. It was found that the teachers (including special education teachers) had difficulty in teaching skills and concepts, interfering problem behaviors, providing sexual education with students and parent training, communicating with families in their native language, planning a student's individual education planning (IEP), assessing students formally and informally, and adapting to technology for the goals of IEP. Furthermore, in an inclusive education system, teachers do not/cannot offer support services to those with diverse languages, religions, cultures, and sexual orientations. On the other hand, this research concluded that teachers who spoke with students and families in their native language were more effective in improving students.