Özel Eğitim Öğretmenlerinin Geçici Koruma Statüsü Altındaki Suriyeli Özel Gereksinimli Bireylerin Eğitimlerine İlişkin Görüşlerinin İncelenmesi
An Examination of Special Education Teachers' Perspectives Regarding the Education of Syrian Individuals with Special Needs Under Temporary Protection Status

Summary/Abstract: Due to its geopolitical structure, Turkey has historically faced migration waves, particularly from the Middle East, for various reasons. The onset of the Syrian civil war in 2011 triggered a mass displacement of individuals affected by the conflict, leading them to seek refuge primarily in Turkey and neighboring countries. Among the groups migrating to Turkey, there is a significant number of school-age children with special needs. Additionally, the number of Syrian individuals with special needs has been rapidly increasing due to births occurring within the country. Special education teachers play a crucial role and bear significant responsibilities in providing services to school-age students with special needs. This study aims to examine the perspectives of special education teachers regarding the education of students with special needs under temporary protection status. To achieve this aim, a focus group interview, a qualitative research method, was conducted. Seven special education teachers working in Gaziantep participated in the focus group. The data obtained were analyzed through content analysis. The content analysis revealed themes such as language differences, school adaptation, the inadequacy of assessment and instructional tools, issues related to instructional adaptation, and the insufficiency of in-service support provided to teachers. Based on the research findings, it can be asserted that adopting an interdisciplinary approach in providing special education services to individuals under temporary protection status is critically important. In this context, the study offers recommendations for practice and further research.

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