Özel Gereksinimli Öğrencilere Yabancı Dil Öğretiminde Karşılaşılan Zorluklar ve Bunlar İçin Çözüm Önerileri: Öğretmen Algıları Üzerine Nitel Bir Çalışma

Abstract

Bu çalışma, özel gereksinimi olan öğrencilerin yabancı dil öğrenme süreçlerinde karşılaştıkları güçlükleri ve öğretmenlerin bu süreçte edindiği deneyimleri derinlemesine incelemeyi amaçlamaktadır. Özellikle engel türlerine göre farklılaşan dil edinim güçlüklerinin pedagojik yaklaşımlara etkisi incelenerek bu alandaki kuramsal boşluk doldurulmak istenmiştir. Çalışma, nitel araştırma desenlerinden fenomenolojik yaklaşım temelinde yürütülmüş, çalışma grubunu Van ilindeki devlet okullarında görev yapan sınıf ve İngilizce öğretmenleri oluşturmuştur. Katılımcılar, amaçlı örnekleme yöntemiyle maksimum çeşitlilik örnekleme stratejisiyle belirlenmiştir. Veriler yarı yapılandırılmış görüşmeler yoluyla toplanmış, içerik analizi yöntemiyle çözümlenmiştir. Bulgular, öğrencilerin dilsel anlamlandırma, bilişsel işlemleme, duygusal uyum ve sosyal etkileşim alanlarında çok boyutlu güçlükler yaşadığını ortaya koymuştur. Öğretmenlerin ise yapılandırılmış etkinlikler, özelleştirilmiş materyaller, görsel-işitsel destekler ve teknoloji tabanlı uygulamalardan yararlanarak bireyselleştirilmiş öğretim stratejileri geliştirdikleri belirlenmiştir. Araştırma, öğretmenlerin mesleki yeterliliklerinde çeşitlilik olduğunu ve çoğunlukla süreci bireysel çabayla yürüttükleri belirlenmiştir. Sonuç olarak, kapsayıcı eğitim uygulamalarının öğretmen destek mekanizmalarıyla güçlendirilmesi gerektiği; etkili öğretim için materyal desteği, uygulamalı eğitimler ve bireyselleştirilmiş planlamalara ihtiyaç duyulduğu ortaya konmuştur.

Keywords

• Özel Gereksinimli Öğrenciler
• Yabancı Dil Eğitimi
• Dil Öğretimi
• Dil Edinimi
• Öğretmen Algıları

A Qualitative Investigation into Teachers’ Perceptions of Challenges and Solutions in Teaching Foreign Languages to Learners with Special Educational Needs

Abstract

This study aims to explore in depth the challenges faced by students with special educational needs (SEN) in the process of foreign language learning, as well as the experiences of teachers involved in this process. This study seeks to address this gap by examining how language acquisition difficulties—particularly those that vary by type of disability—affect pedagogical approaches. Adopting a qualitative research design grounded in the phenomenological approach, the study was conducted with classroom and English language teachers working in public schools in the province of Van, Türkiye. Participants were selected through purposive sampling, specifically employing the maximum variation sampling strategy. Data were collected through semi-structured interviews and analyzed using content analysis. Findings reveal that students experience multifaceted challenges in linguistic comprehension, cognitive processing, emotional adaptation, and social interaction. Teachers, on the other hand, reported developing individualized instructional strategies through the use of structured activities, customized materials, visual-auditory aids, and technology-based tools. The study also found considerable variation in teachers’ professional competencies, with many relying on personal initiative to manage the instructional process. In conclusion, the research highlights the necessity of strengthening inclusive education practices with robust teacher support mechanisms. Effective instruction for students with SEN (Special Educational Needs) requires access to teaching materials, hands-on training, and individualized planning support.

Keywords

• Students with Special Educational Needs
• Foreign Language Education
• Language Teaching
• Language Acquisition
• Teacher Perceptions

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