Challenges Faced by Teachers in Preschool Special Education
DOI:
https://doi.org/10.59519/mper8104Keywords:
Preschool education, Special education, Inclusive Education, Teachers' opinionsAbstract
The aim of this research is to examine the difficulties faced by teachers working in preschool special education practices using a qualitative approach. The study was conducted using a phenomenological research design. The study group consisted of 18 preschool teachers (14 female, 4 male) working in state preschools who had at least one student with special needs in their class. The teachers’ ages ranged between 24 and 46 years. Data were collected through semi- structured interviews and analyzed using content analysis. The findings revealed that teachers face multifaceted difficulties in special education practices. These difficulties were identified as individualization in teaching processes, classroom management and behavioral problems, preparing and implementing individualized education programs (IEPs), collaboration with families, inadequacy of institutional support services, and needs related to teachers' professional competencies. The research results indicate that in order to improve the quality of preschool special education practices, it is necessary to strengthen practice-based professional support for teachers, increase expert support, and develop structures that support family participation. This study aims to contribute to practice and policy development processes in the field of preschool special education by focusing on
teachers' experiences.
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