Primary School Teachers' In-Service Training Needs in the Education of Students with Special Needs: A Case Study

Abstract

In this study, it was aimed to determine the in-service training needs of classroom teachers regarding the education of students with special needs. The research was conducted using the special case method within the scope of qualitative research approaches. Within the scope of this purpose, the study was carried out with 27 volunteer classroom teachers in Bayburt province with the easily accessible sampling model, one of the purposeful sampling methods. Data were collected using a semi-structured interview form. Content analysis method was used to analyze the data. As a result of the research, it was determined that classroom teachers did not take seminars or courses for the education of students with special needs, and the courses taken were not sufficient. In addition, it was determined that classroom teachers had problems with these students such as adaptation and behavior problems, parent communication disorders, indifference of school administrators, and lack of material use and material knowledge. Classroom teachers need support in student identification, attention deficit and measurement and evaluation in special education. It was determined that in-service trainings should be more detailed and comprehensive, applied and conducted by field experts. According to the results of the study, various suggestions were made for classroom teachers to provide more qualified education to individuals with special needs, such as providing trainings and tasks in cooperation with classroom teachers, parents and school administrators.