Abstract
Purpose: This study aimed to explore how teachers with disabilities perceive the challenges and human support in various tasks and situations that arise in school settings, and to explore the expertise and support criteria tailored to the needs of teachers based on their disability and job responsibilities. Methods: For this purpose, the participants in the focus group interviews (FGIs) were divided into three groups, taking into consideration the disability category and severity, school curriculum, and subjects. Group 1 consisted of seven visually impaired teachers in general subjects, Group 2 consisted of four visually impaired teachers in special education, and Group 3 formed a consultative body of six teachers with physical disabilities, and FGI was conducted twice each. Results: The analysis of the collected data revealed seven main themes with twenty-four sub-themes. The seven main themes that emerged were as follows: educational expertise, administrative expertise, expertise demanded by special education teachers, expertise related to disabilities, support for daily life of teachers with disabilities, support demands related to professional development, and ethical principles and attitudes related to support. Conclusion: The findings emphasize the importance of institutional support for teachers with disabilities, tailored to their specific needs. They can serve as foundational data for exploring strategies to establish a support system that helps teachers with disabilities adapt and thrive in the teaching profession
Published Version
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