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 field

expectations

the problems they face

and their suggestions for these problems. This research was designed according to case study. 34 special education teachers

13 female and 21 male

in Siirt during the 2022-2023 academic year

participated. 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 environmental

individual and institutional expectations. Under the environmental expectations category

the highest demand for material support

appropriate educational environment

family education and the profession to be valued was expressed. Under the category of individual expectations

demands such as the need for in-service training

improvement of economic conditions and retirement age were specified. Under the institutional expectations category

the topics of intensive training in undergraduate education and the removal of field changes attracted attention. Environmental

institutional and individual issues categories emerged regarding the problems faced by special education teachers. Under the environmental issues category

the problems of low parent support

deficiencies in materials

lack of knowledge about the field by the society

and seeing teachers as caregivers came to the fore. Under the institutional issues category

problems encountered with school administrations and field changes occurred. In the category of individual issues

problems related to burnout and lacks of in-service training were mentioned.