Experiences of Special Education Teachers: Difficulties They Face and Solution Suggestions

Abstract

This paper explores special education teachers’ opinions about the reasons for choosing their fieldexpectationsthe problems they faceand their suggestions for these problems. This research was designed according to case study. 34 special education teachers13 female and 21 malein Siirt during the 2022-2023 academic yearparticipated. The data were analyzed through content analysis. Results reveal that individual and economic factors are effective in choosing the field of special education teachers. The main expectations of teachers were environmentalindividual and institutional expectations. Under the environmental expectations categorythe highest demand for material supportappropriate educational environmentfamily education and the profession to be valued was expressed. Under the category of individual expectationsdemands such as the need for in-service trainingimprovement of economic conditions and retirement age were specified. Under the institutional expectations categorythe topics of intensive training in undergraduate education and the removal of field changes attracted attention. Environmentalinstitutional and individual issues categories emerged regarding the problems faced by special education teachers. Under the environmental issues categorythe problems of low parent supportdeficiencies in materialslack of knowledge about the field by the societyand seeing teachers as caregivers came to the fore. Under the institutional issues categoryproblems encountered with school administrations and field changes occurred. In the category of individual issuesproblems related to burnout and lacks of in-service training were mentioned.