Comparison of 2004 and 2022 special education vocational school social life lesson curriculum

This study aims to comparatively examine the teaching programs of the Social Life Lesson implemented in special education in Türkiye. Specifically, it evaluates the program enacted in 2004 and the updated program of 2022 currently implemented in Special Education Vocational Schools, in terms of their contributions to the educational processes and social inclusion of students with mild intellectual disability and mild autism spectrum disorder. The research adopted a qualitative case study design; data were collected through document analysis and semi-structured interviews. Using maximum variation sampling, interviews were conducted with 28 teachers, analyzed via content analysis, and coded with MAXQDA 24. Findings indicate that the 2022 Social Life Lesson Program offers contemporary content—such as independent living, social adaptation, privacy, and technology use—and supports students' participation in social life. However, the large number and abstract nature of learning outcomes, the lack of material support and textbooks, challenges in implementing out-of-class/practical activities, and insufficient lesson hours emerged as significant limitations. In contrast, while the 2004 Social Life Lesson Teaching Program is limited in scope and less responsive to current needs, its concise and practicable structure was perceived by teachers as more functional. In conclusion, although the 2022 Social Life Lesson Program is visionary and contemporary, it loses functionality at the implementation stage due to material shortages, the abstractness of outcomes, and legal–logistical barriers. The study underscores the need to incorporate teacher perspectives in program development and offers a comprehensive roadmap for future revisions.