Experiences of Special Education Teachers: Difficulties They Face and Solution Suggestions

This paper explores special education teachers’ opinions about the reasons for choosing their field, expectations, the problems they face, and their suggestions for these problems. This research was designed according to case study. 34 special education teachers, 13 female and 21 male, in Siirt during the 2022-2023 academic year, participated. The data were analyzed through content analysis. Results reveal that individual and economic factors are effective in choosing the field of special education teachers. The main expectations of teachers were environmental, individual and institutional expectations. Under the environmental expectations category, the highest demand for material support, appropriate educational environment, family education and the profession to be valued was expressed. Under the category of individual expectations, demands such as the need for in-service training, improvement of economic conditions and retirement age were specified. Under the institutional expectations category, the topics of intensive training in undergraduate education and the removal of field changes attracted attention. Environmental, institutional and individual issues categories emerged regarding the problems faced by special education teachers. Under the environmental issues category, the problems of low parent support, deficiencies in materials, lack of knowledge about the field by the society, and seeing teachers as caregivers came to the fore. Under the institutional issues category, problems encountered with school administrations and field changes occurred. In the category of individual issues, problems related to burnout and lacks of in-service training were mentioned.