Quality in special education from teacher perspectives

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dc.authoridCobanoglu, Necati/0000-0002-8469-2352
dc.authoridÇELİK, Osman Tayyar/0000-0003-3951-7261
dc.authoridKaraca, M.Abdulbaki/0000-0002-4192-6307
dc.authorwosidCobanoglu, Necati/AEW-1720-2022
dc.authorwosidÇELİK, Osman Tayyar/ABG-8041-2020
dc.authorwosidÇobanoğlu, Necati/KAZ-9648-2024
dc.contributor.authorKaraca, M. Abdulbaki
dc.contributor.authorCobanoglu, Necati
dc.contributor.authorCelik, Osman Tayyar
dc.date.accessioned2024-08-04T20:54:56Z
dc.date.available2024-08-04T20:54:56Z
dc.date.issued2023
dc.departmentİnönü Üniversitesien_US
dc.description.abstractIn this study, we aimed to determine the quality indicators in separate special education schools that only educate individuals with special needs from the perspectives of teachers. We collected data from 82 special education teachers included by maximum diversity sampling using a semi-structured interview form. We conducted a content analysis using the MAXQDA qualitative data analysis program. As a result of the study, we identified six main themes as quality indicators in separate special education schools. These were teacher and administrator qualifications, school environment (social and physical), curriculum and educational process, family interest and attitude, policies and practices, and child-related factors. Moreover, several factors such as teachers with degrees in special education, materials, social perspective, evidence-based practices, family support, and individualised education programs were found to play an important role as quality indicators in separate special education schools. Improvements in quality indicators in separate special education schools can contribute to student outcomes.en_US
dc.identifier.doi10.1080/08856257.2023.2294239
dc.identifier.issn0885-6257
dc.identifier.issn1469-591X
dc.identifier.scopus2-s2.0-85179736127en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1080/08856257.2023.2294239
dc.identifier.urihttps://hdl.handle.net/11616/101726
dc.identifier.wosWOS:001123195500001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofEuropean Journal of Special Needs Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectQuality in special educationen_US
dc.subjectseparate special education schoolsen_US
dc.subjectteacher perspectiveen_US
dc.titleQuality in special education from teacher perspectivesen_US
dc.typeArticleen_US

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