CLASSROOM MANAGEMENT QUALIFICATION OF SPECIAL EDUCATION TEACHERS WORKING IN SPECIAL EDUCATION SCHOOLS

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This research was conducted to determine the classroom management competencies of special education teachers working in special education schools. The study group of the research consists of 25 special education teachers working in three different types of special education schools in Üsküdar district of Istanbul. The participants of the study were determined by the maximum diversity method. The data were obtained with a semi-structured interview form developed by the researcher by taking expert opinion. The following questions were asked to the teachers: “As a teacher working in special education schools, what is your competence in managing the physical environment?” “As a teacher working in special education schools, what is your ability to carry out education and training in a healthy way?” “As a teacher working in special education schools, what is your ability to use time effectively and efficiently?” “As a teacher working in special education schools, what is your competence in communicating effectively with students?”, “What is your competence in managing student behavior as a teacher working in special education schools?” questions were posed. According to the research, it has been observed that the most important issue that teachers pay attention to while managing the physical environment is the characteristics such as the type of disability and behavioral problems of the students. It has been observed that the way for teachers to carry out education and training in a healthy way is to determine the performance of students, to prepare individualized education plans, activities and materials suitable for their performance and individual differences. It has been determined that teachers prepare lesson plans, activities, methods, techniques and materials in advance in order to use time effectively and efficiently while managing the classroom. It has been determined that the teachers determine the communication method according to the student's characteristics in terms of communicating effectively with the students. It has been observed that teachers prepare behavior change plans while managing student behaviors, use reinforcements for the continuity of positive behaviors, use methods such as ignoring to extinguish negative behaviors, and also determine the classroom rules. According to the findings, the most common problems in classroom management were determined as "student's behavior problems", "inadequate physical conditions of the classroom", "program density", "different learning levels of the students ", "lack of family support". In the classroom management process, the physical conditions of the classrooms should be improved, equipment deficiencies should be eliminated, and material diversity should be increased. Teachers should be supported, and the content and number of in-service trainings should be increased for the development of teachers.