An Examination of Special Education Support Services in the Turkish Education System in Terms of Bureaucratic Accountability: A Qualitative Research

Öz

This study aims to examine the practical quality of special education support services in a region of Türkiye within the framework of bureaucratic accountability. The main issue discussed is whether, in light of the inclusive paradigm, the legislation creates pedagogical depth or procedural compliance in the field. This study adopted a qualitative case study design based on an interpretive paradigm. Ten Learning Support Teachers (LST) working in middle schools and eight middle school students with mild intellectual disabilities participated in the study, and semi-structured interviews were conducted with these participants. The data were analyzed thematically using an inductive approach, and three themes emerged: pedagogical divergence, legitimization of symbolic success, and methodological adaptation. Under these three themes, the following emerged: a lack of cooperation and interaction, the legitimization of symbolic achievements that overshadow actual performance, and methodological adaptations in the face of physical environments and material deficiencies. In conclusion, this study shows that bureaucratic accountability transforms LST into paperwork-focused bureaucrats rather than focusing on their teaching role. Therefore, it is recommended that authorities conduct studies on qualitative accountability and that resource rooms be regularly supported with physical and material resources.

Anahtar Kelimeler

• inclusive education
• resource room
• bureaucratic accountability
• special education support services
• learning support teacher
• intellectual disability

Türk Eğitim Sisteminde Özel Eğitim Destek Hizmetlerinin Bürokratik Hesap Verebilirlik Açısından İncelenmesi: Nitel Bir Araştırma

Öz

Bu çalışma, Türkiye’nin bir bölgesinde sunulan özel eğitim destek hizmetlerinin uygulama kalitesini bürokratik hesap verebilirlik çerçevesinde incelemektedir. Araştırmanın temel odağını, kapsayıcı eğitim paradigması ışığında, mevcut mevzuatın pedagojik bir derinlik mi sağladığı yoksa yalnızca prosedürel bir uyumla mı sınırlı kaldığı sorusu oluşturmaktadır. Yorumlayıcı paradigmaya dayalı nitel vaka çalışması olarak tasarlanan araştırmaya, ortaokullarda görev yapan 10 destek eğitim öğretmeni ve hafif zihinsel yetersizliği bulunan 8 ortaokul öğrencisi katılmıştır. Yarı yapılandırılmış görüşmeler aracılığıyla toplanan veriler, tümevarımsal tematik analiz yöntemiyle çözümlenmiştir. Analizler sonucunda; pedagojik farklılık, sembolik başarının meşrulaştırılması ve metodolojik uyum olmak üzere üç temel tema saptanmıştır. Bu temalar altında; paydaşlar arası iş birliği ve etkileşim eksikliği, gerçek performansı maskeleyen kağıt üzerindeki başarılar ve yetersiz fiziksel/materyal koşullar altında geliştirilen zorunlu yöntemler ön plana çıkmaktadır. Araştırma bulguları, mevcut bürokratik hesap verebilirlik mekanizmalarının, destek eğitim öğretmenlerini asıl rollerinden uzaklaştırarak onları "evrak işlerine odaklanan bürokratlara" dönüştürdüğünü göstermektedir. Bu doğrultuda, karar vericilerin niteliksel hesap verebilirliği esas alan yeni denetim modelleri geliştirmesi ve destek eğitim odaların fiziksel/maddi altyapısını düzenli olarak desteklemesi önerilmektedir.

Anahtar Kelimeler

• kaynak odası
• bürokratik hesap verebilirlik
• özel eğitim destek hizmetleri
• zihinsel engellilik
• destek eğitim öğretmeni

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