UNDERSTANDING AND SUPPORTING SPECIAL EDUCATION: EXPERIENCES OF SCHOOL ADMINISTRATORS

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dc.authoridÇil, Gürkan / 0000-0002-3721-9810
dc.authoridKırat, Emel / 0000-0001-5152-7214
dc.authoridGüven, Bülent / 0000-0002-8883-3028
dc.authoridAydın, Sevcan / 0009-0009-8143-1614
dc.contributor.authorÇil, Gürkan
dc.contributor.authorKırat, Emel
dc.contributor.authorAydın, Sevcan
dc.contributor.authorGüven, Bülent
dc.date.accessioned2025-05-29T02:58:16Z
dc.date.available2025-05-29T02:58:16Z
dc.date.issued2024
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThis study aims to determine school administrators' attitudes toward special education, their level of knowledge, their collaboration experiences, and their in-service training needs. The study group of the research, which was conducted with a case study based on qualitative research methods, consisted of eight school administrators who served in public schools in the academic year of 2022-2023. Five themes were identified by analyzing the data obtained through the interview technique. The results of the study revealed that the school administrators described individuals with special needs as individuals who differ from their peers in certain areas and need special attention and education. The school administrators considered themselves inadequate in the field of special education. In the collaboration theme, they emphasized the significance of family collaboration but indicated that they were not supported as needed. Moreover, the administrators needed in-service trainings and seminars. Consequently, the role of administrators in special education has a direct impact on the education and development of students with special needs. They should have a broad accumulation of knowledge, exhibit strong leadership skills and act with an empathetic approach. In this sense, it is expected that the organization of in-service trainings and seminars will enhance the quality of special education services by improving the knowledge and skills of administrators.
dc.identifier.endpage405
dc.identifier.issn1983-3695
dc.identifier.issn2237-8049
dc.identifier.issue44
dc.identifier.scopusqualityN/A
dc.identifier.startpage388
dc.identifier.urihttps://hdl.handle.net/20.500.12428/30304
dc.identifier.volume16
dc.identifier.wosWOS:001409695800016
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherCentro Univ La Salle-Rj
dc.relation.ispartofConhecimento & Diversidade
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250529
dc.subjectSpecial education
dc.subjectschool administrators
dc.subjectcase study
dc.subjecteducational need
dc.subjectrole of administrators
dc.titleUNDERSTANDING AND SUPPORTING SPECIAL EDUCATION: EXPERIENCES OF SCHOOL ADMINISTRATORS
dc.typeArticle

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