Identification of the Problems Had by the Special Education Teachers Working with Children That Have Severe and Multiple Disabilities (SMD)

ADIGÜZEL S., KİZİR M., ERATAY E.

ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, cilt.18, sa.1, ss.45-59, 2017 (ESCI) identifier

Özet

This research was conducted to identify the problems encountered by special education teachers working with children that have severe and multiple disabilities. 14 special education teachers, had semi-structured interviews who are graduated from special education department and working with students that have severe and multiple disabilities. Transcripts of the interviews were prepared by transcription of the audio recordings of the interviews. The data was analyzed by descriptive analysis method. Mainly, the findings indicate that special education teachers do not have adequate knowledge and skills related with SMD, the number of specialists working in the field is insufficient, there are problems related with the training of special education teachers, team work is limited, the legal arrangements are inefficient, there are problems related with the placement of students in education institutions in-service education is inefficient and there are problems related with the curriculum. Based on the findings of the study increasing the number of courses regarding the children that have severe and multiple disabilities in special education undergraduate programs, and supporting theoretical lessons with applications, providing teachers working in the field with in-service trainings, and increasing the number of specialists in the field by starting graduate programs regarding the field of severe and multiple disabilities may be recommended.