Being an Individual with Disabilities in the Career Development Process in Türkiye: A Phenomenological Study

Arif Arslan; Arif Özer

doi:10.33418/education.1685489

TR EN

Türkiye'de Kariyer Gelişim Sürecinde Engelli Birey Olmak: Fenomenolojik Bir Çalışma

Abstract

Bu çalışma, bireylerin deneyimlerine dayalı olarak engelli bireylerin kariyer gelişim süreçlerinde karşılaştıkları güçlükleri ve kariyer uyumunu destekleyen sosyal-duygusal öğrenme becerilerini incelemeyi amaçlamıştır. Araştırmada fenomenolojik desen kullanılmış ve maksimum çeşitlilik örneklemesi yoluyla seçilen 35 katılımcıdan (17 erkek, 18 kadın) oluşan bir örneklemle yürütülmüştür. Katılımcıların 9’u lise öğrencisi, 15’i üniversite öğrencisi ve 11’i kamu sektöründe çalışan bireylerden oluşmakta olup, yaş ortalamaları 23,1’dir. Örneklemde 19 görme yetersizliği olan birey, dört işitme yetersizliği olan birey ve 12 fiziksel yetersizliği olan birey yer almıştır. Veriler, araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılarak yüz yüze ve çevrim içi ortamda toplanmıştır. Verilerin analizi MAXQDA 12 yazılımı kullanılarak iki aşamada gerçekleştirilmiştir: birinci döngüde (in vivo kodlama) ve ikinci döngüde (örüntü kodlama).Bulgular, engelli bireylerin kariyer gelişim süreçlerinde yetersiz öğretim yöntemleri, fırsat eşitsizliği, düşük benlik saygısı, önyargı, zorbalık, ayrımcılık ve işverenlerin olumsuz tutumları gibi çeşitli güçlüklerle karşılaştıklarını göstermektedir. Katılımcılar, öz farkındalık, öz düzenleme, ilişki becerileri ve sorumlu karar verme gibi sosyal-duygusal becerilerin bu güçlüklerle başa çıkmalarına yardımcı olduğunu vurgulamışlardır. Sonuç olarak bu çalışma, engelli bireylerin kariyer yollarında karşılaştıkları zorlukları ve kariyer uyumunu desteklemede sosyal-duygusal öğrenme becerilerinin önemini ortaya koymakta; engelli bireylerin kariyer gelişim süreçlerine ilişkin değerli bilgiler sunmaktadır.

Keywords

Kariyer Psikolojik Danışmanlığı, Sosyal Duygusal Beceriler, Engelli Öğrenciler

Ethical Statement

Etik kurul onayı, Hacettepe Üniversitesi Sağlık Bilimleri Araştırmaları Etik Kurulu’ndan alınmıştır (Tarih: 16.05.2024, No: E-16969557-050.04-00003526058).

Thanks

Arif ARSLAN, TÜBİTAK 2211-A Yurt İçi Doktora Burs Programı kapsamında desteklenmektedir. Sağladıkları destek için TÜBİTAK’a teşekkür ederiz.

Being an Individual with Disabilities in the Career Development Process in Türkiye: A Phenomenological Study

Abstract

This study aimed to explore the challenges faced by individuals with disabilities in their career development and the social-emotional learning skills required for career adaptability, based on their experiences. A phenomenological design was used, with a sample of 35 individuals (17 males, 18 females) selected via maximum variation sampling. Among the participants, 9 were high school students, 15 were university students, and 11 were public sector employees, with an average age of 23.1. The group included 19 individuals with visual impairments, four with hearing impairments, and 12 with physical disabilities. Semi-structured interviews were conducted both in person and online, using a form designed by the researchers. The data were analyzed with MAXQDA 12 software in two stages: first-cycle (in vivo coding) and second-cycle (pattern coding). Results showed that individuals with disabilities encounter various challenges in their career development, such as inadequate teaching methods, unequal opportunities, low self-esteem, prejudice, bullying, discrimination, and negative employer attitudes. Participants highlighted that social-emotional skills—self-awareness, self-regulation, relationship skills, and responsible decision-making— help them manage these challenges. In conclusion, the study emphasizes the difficulties individuals with disabilities face in their career paths and the importance of social-emotional learning skills for career adaptability, providing valuable insights into their career development.

Keywords

Career Counseling, Social Emotional Skills, Students with Disabilities

Ethical Statement

Ethics committee approval was obtained from Hacettepe University Health Sciences Research Ethics Committee (Date: 16.05.2024, No: E-16969557-050.04-00003526058)

Thanks

Arif ARSLAN is supported by TUBITAK within the scope of the 2211-A Domestic PhD Scholarship Program. We thank TUBITAK for their support.

References

Aksoy, P., & Gresham, F. M. (2020). Theoretical Bases of" Social-Emotional Learning Intervention Programs" for Preschool Children. International Online Journal of Education and Teaching, 7(4), 1517-1531.
Atwell, M. (2023). The role of social and emotional learning in future workforce readiness.
Bacanlı, F., & Salman, N. (2024). Kariyer Uyumluluğu, Sosyal Duygusal Öğrenme ve Kariyer Umuları Arasındaki İlişkilerin İncelenmesi. Kariyer Psikolojik Danışmanlığı Dergisi, 7(1), 42-59. https://doi.org/10.58501/kpdd.1434951_3
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Cascio, M. A., Lee, E., Vaudrin, N., & Freedman, D. A. (2019). A team-based approach to open coding: Considerations for creating intercoder consensus. Field Methods, 31(2), 116-130. https://doi.org/10.1177/1525822X19838237
Collaborative for Academic, Social, and Emotional Learning. (CASEL). (2015). Effective social and emotional learning programs: Middle and high school edition. CASEL.
Collaborative for Academic, Social, and Emotional Learning. (CASEL). (2018). Keeping SEL developmental: The importance of a developmental lens for fostering and assessing SEL competencies. CASEL.
Creswell, J. W. (2018). Qualitative inquiry and research design: Choosing among five approaches. (4th ed.). Siyasal.
Davis K. (2020). Disability and campus mental health. Mental Health America.
Demirdöven, M., Arıcı, A., & Artan, T. (2025). A different perspective on academia: Experiences of visually impaired individuals in postgraduate education. Journal of Social Policy Studies, 25(66), 11-46. https://doi.org/10.21560/spcd.vi.1388616

Dinos, S., Stevens, S., Serfaty, M., Weich, S., & King, M. (2004). Stigma: the feelings and experiences of 46 people with mental illness: Qualitative study. The British Journal of Psychiatry, 184(2), 176-181. http://doi.org/10.1192/bjp.184.2.176
Eckes, S. E., & Ochoa, T. A. (2005). Students with disabilities: Transitioning from high school to higher education. American Secondary Education, 33(3), 6-20. https://www.jstor.org/stable/41064551
Education Reform Initiative. (2016). Access to education for children with disabilities in Türkiye: Situation analysis and recommendations.
Espelage, D. L., Rose, C. A., & Polanin, J. R. (2015). Social-emotional learning program to reduce bullying, fighting, and victimization among middle school students with disabilities. Remedial and Special Education, 36(5), 299-311. https://doi.org/10.1177/074193251456456
Espelage, D. L., Rose, C. A., & Polanin, J. R. (2016). Social-emotional learning program to promote prosocial and academic skills among middle school students with disabilities. Remedial and Special Education, 37(6), 323-332. https://doi.org/10.1177/0741932515627475
EunKyoung-Lee, O., & Kim, S. Y. (2024). Exploring career readiness among youths with disabilities. The Journal of Special Education, 59(1). https://doi.org/10.1177/00224669241271355
European Council. (2024). Disability in the EU: Facts and figures. Eurıpean Council.
European Parliament. (2020). Employment and disability in the European Union. European Parliament.
European Statistical Agency. (EUROSTAT). (2018). Disability statistics - access to education and training. EUROSTAT
Fabian, E. S., Ethridge, G., & Beveridge, S. (2009). Differences in perceptions of career barriers and supports for people with disabilities by demographic, background and case status factors. Journal of Rehabilitation, 75(1), 45-49.
Fernández-Batanero, J. M., Montenegro-Rueda, M., & Fernández-Cerero, J. (2022). Access and participation of students with disabilities: The challenge for higher education. International Journal of Environmental Research and Public Health, 19(19), 11918. https://doi.org/10.3390/ijerph191911918
Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. Educational Communication and Technology Journal, 30(4), 233-252.
Gunderson, M., & Lee, B. Y. (2016). Pay discrimination against persons with disabilities: Canadian evidence from PALS. The International Journal of Human Resource Management, 27(14), 1531-1549. https://doi.org/10.1080/09585192.2015.1072106
Heiman, T. (2001). Depressive mood in students with mild intellectual disability: Students’ reports and teachers’ evaluations. Journal of Intellectual Disability Research, 45(6), 526-534. https://doi.org/10.1046/j.1365-2788.2001.00363.x
Çakır-Temel, N. N. (2024). Challenges faced by women with disabilities in working life: A comparison between Türkiye and Spain. In Ç. Demir & N. Çetiner (Eds.), Women employees in working life: Comparisons between Türkiye and European countries (pp. 61–91). Education.
Jung, Y.H., Kang, S.H., Park, E.-C., & Jang, S.-Y. (2022). Impact of the acceptance of disability on self-esteem among adults with disabilities: A four-year follow-up study. International Journal of Environmental Research and Public Health, 19, 3874. https://doi.org/10.3390/ijerph19073874
Kanyılmaz-Polat, E. (2020). Qualitative research study towards revealing work-life related problems faced by the disabled: The case of Canakkale province. Journal of Social Sciences of Istanbul Commerce University, 19(39), 869-897. https://doi.org/10.46928/iticusbe.758135
Kanyılmaz-Polat, E., Bacak, B., & Kıroğlu, F. (2020). Visually impaired people in the working life: example of Çanakkale. Journal of Social Policy Studies, 20(49), 917-960. https://doi.org/10.21560/spcd.vi.610253
Karacan-Özdemir, N., & Bacanlı, F. (2020). Social emotional learning skills and career development: The roles of teachers and school counselors. Journal of Milli Egitim, 49(226), 323-344.
Kağıtçıbaşı Ç. (1994). A critical appraisal of individualism and collectivism: Toward a new formulation. In Kim U., Triandis H. C., Kagitçibasi Ç., Choi S.-C., Yoon G. (Eds.), Individualism and collectivism: Theory, method, and applications (pp. 52–65). Sage.
Kulkarni, M., & Lengnick-Hall, M. L. (2014). Obstacles to success in the workplace for people with disabilities: A review and research agenda. Human Resource Development Review, 13(2), 158-180. https://doi.org/10.1177/1534484313485229
Kulkarni, M., & Lengnick‐Hall, M. L. (2011). Socialization of people with disabilities in the workplace. Human Resource Management, 50(4), 521-540. https://doi.org/10.1002/hrm.20436
Lindsay, S. (2011). Discrimination and other barriers to employment for teens and young adults with disabilities. Disability and Rehabilitation, 33(15-16), 1340-1350. https://doi.org/10.3109/09638288.2010.531372
Lindstrom, L., Kahn, L. G., & Lindsey, H. (2013). Navigating the early career years: Barriers and strategies for young adults with disabilities. Journal of Vocational Rehabilitation, 39(1), 1–12. https://doi.org/10.3233/JVR-130637
McKinney, E. L., & Swartz, L. (2021). Employment integration barriers: Experiences of people with disabilities. The International Journal of Human Resource Management, 32(10), 2298-2320. https://doi.org/10.1080/09585192.2019.1579749
McKinney, E. L., & Swartz, L. (2021). Employment integration barriers: Experiences of people with disabilities. The International Journal of Human Resource Management, 32(10), 2298-2320. https://doi.org/10.1080/09585192.2019.1579749
Mohammad-Aminzadeh, D., Sharifi, M., Younesi, S. J., Movallali, G., & Asmari, Y. (2019). Mental rehabilitation based on emotion regulation training to reduce depression in students with physical disability. Iranian Rehabilitation Journal, 17(2), 97-104. http://dx.doi.org/10.32598/irj.17.2.97
Mushtaq, S., & Akhouri, D. (2016). Self esteem, anxiety, depression and stress among physically disabled people. The International Journal of Indian Psychology, 3(4), 125-132. http://dx.doi.org/ 10.25215/0304.128
National Center for Education Statistics. (2024). Students with disabilities. https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities
O’Byrne, C., & Muldoon, O. (2017). Stigma, self-perception and social comparisons in young people with an intellectual disability. Irish Educational Studies, 36(3), 307-322. https://doi.org/10.1080/03323315.2017.1327363 Organisation for Economic Co-operation and Development. . (OECD). (2021). OECD survey on social and emotional skills: Technical report. OECD.
Organization for Economic Co-operation and Development. (OECD). (2022). Disability, work and inclusion. OECD. Paolini, A. C. (2020). Social emotional learning: Key to career readiness. Anatolian Journal of Education, 5(1), 125-134. https://doi.org/10.29333/aje.2020.5112a
Pérez-Garín, D., Recio, P., Magallares, A., Molero, F., & García-Ael, C. (2018). Perceived discrimination and emotional reactions in people with different types of disabilities: A qualitative approach. The Spanish Journal of Psychology, 21, E12. http://doi.org/10.1017/sjp.2018.13
Republic of Türkiye Ministry of Family and Social Services. (2022). Disabled and elderly statistical bulletin. https://www.aile.gov.tr/media/98625/eyhgm_istatistik_bulteni_ocak_2022.pdf
Republic of Türkiye Ministry of National Education. (2018). Special education services regulation. https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=24736&MevzuatTur=7&MevzuatTertip=5
Sachs, D., & Schreuer, N. (2011). Inclusion of students with disabilities in higher education: Performance and participation in student’s experiences. Disability Studies Quarterly, 31(2). https://doi.org/10.18061/dsq.v31i2.1593
Saldana, J. (2019). The coding manual for qualitative researchers. SAGE.
Schulz, J. A., Koon, L. M., Greiman, L., Steinlage, H. A., & Hall, J. P. (2023). Understanding successful transition to independent living: A qualitative study of young adults with disabilities. Children and Youth Services Review, 145, 106691. https://doi.org/10.1016/j.childyouth.2022.106691
Sirlopú, D., González, R., Bohner, G., Siebler, F., Ordóñez, G., Millar, A., ... & De Tezanos‐Pinto, P. (2008). Promoting positive attitudes toward people with Down syndrome: the benefit of school inclusion programs 1. Journal of Applied Social Psychology, 38(11), 2710-2736. https://doi.org/10.1111/j.1559-1816.2008.00411.x
Trunk, D. J., Russo, C. J., & Trammell, J. (2020). Disability stigma on campuses: Helping students with psychiatric impairments to succeed. Journal of Postsecondary Education and Disability, 33(2), 115-128. https://eric.ed.gov/?id=EJ1273674
U.S. Department of Labor. (2024). Persons with a disability: Labor force characteristics-2023. U.S. Department of Labor.
United Nations Educational, Scientific, and Cultural Organization. (UNESCO). (2020). Disability and education. UNESCO.
United Nations Educational, Scientific, and Cultural Organization. (UNESCO). (2021). Disability inclusive education and learning. UNESCO.
United Nations Educational, Scientific, and Cultural Organization. (UNESCO). (2016). Global education monitoring report. UNESCO.
United Nations Educational, Scientific, and Cultural Organization. (UNESCO). (2020). Disability and education: A fact-sheet based on findings from the 2020 Global Education Monitoring Report Latin America and the Caribbean –Inclusion and education: All means all. UNESCO.
United Nations Educational, Scientific, and Cultural Organization. (UNESCO). (2018). Education and disability: Analysis of data from 49 countries. UNESCO.
United Nations. (UN). (2024). Our work on the sustainable development goals in Türkiye. UN.
Vaccaro, A., Moore, A., Newman, B. M., & Troiano, P. F. (2024). How students with disabilities cope with bullying, stereotypes, low expectations and discouragement. Journal of Postsecondary Education and Disability, 37(2), 99-113. https://eric.ed.gov/?id=EJ1445900
Van Velsor, P. (2009). School counselors as social-emotional learning consultants: Where do we begin? Professional School Counseling, 13(1),2156759X0901300106. https://doi.org/10.1177/2156759X0901300106
World Bank. (2025). Disability inclusion. WB.
World Health Organization. (WHO). (2023). Disability. WHO.
Yıldız, G., & Cavkaytar, A. (2020). Independent living needs of young adults with intellectual disabilities. Turkish Online Journal of Qualitative Inquiry, 11(2), 193-217. https://doi.org/10.17569/tojqi.671287

Details

Primary Language

English

Subjects

Special Education and Disability (Other)

Journal Section

Research Article

Authors

Arif Arslan ^*
0000-0002-5025-1655
Türkiye

Arif Özer
0000-0001-6512-8070
Türkiye

Early Pub Date

January 26, 2026

Publication Date

January 26, 2026

Submission Date

April 28, 2025

Acceptance Date

December 3, 2025

Published in Issue

Year 2026 Number: 60

DOI

https://doi.org/10.33418/education.1685489

IZ

https://izlik.org/JA66BM35TF

APA

Arslan, A., & Özer, A. (2026). Being an Individual with Disabilities in the Career Development Process in Türkiye: A Phenomenological Study. Educational Academic Research, 60, 111-125. https://doi.org/10.33418/education.1685489

AMA

1.Arslan A, Özer A. Being an Individual with Disabilities in the Career Development Process in Türkiye: A Phenomenological Study. Educational Academic Research. 2026;(60):111-125. doi:10.33418/education.1685489

Chicago

Arslan, Arif, and Arif Özer. 2026. “Being an Individual With Disabilities in the Career Development Process in Türkiye: A Phenomenological Study”. Educational Academic Research, nos. 60: 111-25. https://doi.org/10.33418/education.1685489.

EndNote

Arslan A, Özer A (March 1, 2026) Being an Individual with Disabilities in the Career Development Process in Türkiye: A Phenomenological Study. Educational Academic Research 60 111–125.

IEEE

[1]A. Arslan and A. Özer, “Being an Individual with Disabilities in the Career Development Process in Türkiye: A Phenomenological Study”, Educational Academic Research, no. 60, pp. 111–125, Mar. 2026, doi: 10.33418/education.1685489.

ISNAD

Arslan, Arif - Özer, Arif. “Being an Individual With Disabilities in the Career Development Process in Türkiye: A Phenomenological Study”. Educational Academic Research. 60 (March 1, 2026): 111-125. https://doi.org/10.33418/education.1685489.

JAMA

1.Arslan A, Özer A. Being an Individual with Disabilities in the Career Development Process in Türkiye: A Phenomenological Study. Educational Academic Research. 2026;:111–125.

MLA

Arslan, Arif, and Arif Özer. “Being an Individual With Disabilities in the Career Development Process in Türkiye: A Phenomenological Study”. Educational Academic Research, no. 60, Mar. 2026, pp. 111-25, doi:10.33418/education.1685489.

Vancouver

1.Arif Arslan, Arif Özer. Being an Individual with Disabilities in the Career Development Process in Türkiye: A Phenomenological Study. Educational Academic Research. 2026 Mar. 1;(60):111-25. doi:10.33418/education.1685489

Content of this journal is licensed under a Creative Commons Attribution NonCommercial 4.0 International License
29929

Türkiye'de Kariyer Gelişim Sürecinde Engelli Birey Olmak: Fenomenolojik Bir Çalışma

Abstract

Keywords

Ethical Statement

Thanks

Being an Individual with Disabilities in the Career Development Process in Türkiye: A Phenomenological Study

Abstract

Keywords

Ethical Statement

Thanks

References

Details

Primary Language

Subjects

Journal Section

Authors

Early Pub Date

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite