Abstract
The aim of this research was to examine graduate thesis studies conducted in the field of special education in Turkey about special education teachers in terms of various variables. In the thesis scanning center of the Council of Higher Education Center (YOK), it was determined that 89 graduate thesis studies in the special education field were conducted. Yet, due to the reason that six of them did not have access permissions, 83 graduate thesis studies were examined. Of the postgraduate thesis examined, 79 of them are master's and four are doctoral dissertations. As a result of the research, it was determined that most of the graduate thesis studies were conducted in 2019. Moreover, when the distribution of universities is examined it has been observed that most of the graduate thesis were studied at Necmettin Erbakan University and Marmara University, and most of the thesis advisor titles are Assist. Prof. Dr. It was concluded that most of the postgraduate thesis were carried out in the Special Education Department and when the methods used in the studies were examined, it was noted that the quantitative method was preferred the most. Considering the research models used in the studies, it was concluded that the correlational survey model was used the most and the sources used in the graduate thesis were mainly domestic sources.
Highlights
Teachers intend to leave positive and permanent marks in children's lives, to ensure the harmony of their students with the environment, and to establish a strong bond with the school, family, and society
The findings regarding the distribution of the postgraduate thesis on teachers working in the field of special education, which is the first sub-problem of the study, according to their subjects are shown in Table 2
It is observed that one postgraduate thesis study has been done from each of the other postgraduate thesis topics gathered under this theme
Summary
Teachers intend to leave positive and permanent marks in children's lives, to ensure the harmony of their students with the environment, and to establish a strong bond with the school, family, and society. Special education teachers have different characteristics in the lives of children with special needs [1], they contribute to children's development in various ways and create a certain educational process so that they can adapt to the established order. In this process, general education services offered to individuals with special needs are insufficient and special education services are needed [2]. Individuals who show significant differences at the level expected from their peers in terms of educational competencies and individual characteristics created in this framework and need special education, should receive training from specially trained teachers. The main objective of special education is to minimize the difficulties experienced by individuals in their
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