Exploring Primary School Teachers Perspectives on Behavioral Problems and Speech and Language Difficulties of Their Students in Inclusive Classrooms: Experience-Based Insights and Technology-Based Resource Needs in Turkey

The aim of this study is to determine the opinions of primary school teachers about the problem behaviors and speech and language difficulties they encounter in their students based on their experiences and to reveal their needs for these issues. A basic qualitative research design, also known as basic interpretive qualitative research or interpretive qualitative research, was employed. The study's participants were 28 teachers employed at various primary schools and across different grade levels in a city within the Central Anatolia region of Turkey during the 2023-2024 academic year. Focus group interviews were utilized to explore the prior knowledge, opinions, and experiences of primary school teachers in enhancing the language skills of students with special needs and in managing their problem behaviors interactively. Teachers predominantly reported encountering externalized problem behaviors, including physical and verbal aggression, property damage, bullying, and classroom disruption. Teachers frequently encounter speech and language difficulties with their students in inclusive classrooms in their professional careers, with most reporting experiences with speech difficulties such as speech sound disorder, rapid slurred speech, and stuttering. The need for enhanced training and information is further International Technology and Education Journal Vol. 9, No. 1; June 2025 15 highlighted by the challenges teachers face in inclusive education settings, particularly in classroom management, addressing problem behaviors, and promoting positive behaviors and supporting speech and language skills of students. Recommendations for practice and further research were provided.