Special Education School Administrators’ Views on the Education of Syrian Students with Special Needs Under Temporary Protection Status
Abstract
This study aims to elucidate the views of special education school administrators on the education of Syrian students with special needs under temporary protection status. Employing qualitative research methodology, data were collected using a semi-structured interview form and a personal information form prepared by the researcher. Interviews were conducted with six school administrators in Gaziantep province, Türkiye. Data underwent content analysis to derive thematic insights, leading to the identification of five themes: language and communication, parental involvement, support systems, teacher requirements, and prejudice against foreign cultures. All interviewed administrators underscored challenges in communicating with Syrian students with special needs and their families, the inadequacy of support provided to them, and limitations regarding teacher training. Findings were discussed in light of relevant literature.
Keywords
special needs, refugees, temporary protection status, school principles
Ethical Statement
The ethics approval to conduct this study was obtained from Gaziantep University’s Ethics Committee for the Social and Human Sciences.
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