Teacher Competencies and Qualifications for Support Services in Special Education Institutions

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dc.authoridTanrıverdi, Arzu/0000-0002-3850-7419
dc.authorwosidTanrıverdi, Arzu/E-2565-2018
dc.contributor.authorKeser, Firat
dc.contributor.authorTanriverdi, Arzu
dc.date.accessioned2024-08-04T20:10:33Z
dc.date.available2024-08-04T20:10:33Z
dc.date.issued2021
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe 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.en_US
dc.identifier.doi10.9779/pauefd.848889
dc.identifier.endpage354en_US
dc.identifier.issn1301-0085
dc.identifier.issn1309-0275
dc.identifier.issue53en_US
dc.identifier.startpage328en_US
dc.identifier.trdizinid494543en_US
dc.identifier.urihttps://doi.org/10.9779/pauefd.848889
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/494543
dc.identifier.urihttps://hdl.handle.net/11616/92865
dc.identifier.wosWOS:000692197200013en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherDergipark Akaden_US
dc.relation.ispartofPamukkale Universitesi Egitim Fakultesi Dergisi-Pamukkale University Journal of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectinclusive educationen_US
dc.subjectinclusionen_US
dc.subjectmainstreamingen_US
dc.subjectteacher qualifications and competenciesen_US
dc.subjectsupport servicesen_US
dc.titleTeacher Competencies and Qualifications for Support Services in Special Education Institutionsen_US
dc.typeArticleen_US

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