Guidance counselors and special education teachers views about the resource room special education support services

The aim of this research was determining special education and guidance teachers? views and opinions, works in elementary schools with special education classes, on resource room support service practices. The research was conducted through voluntary attendance of 10 special education class teachers and 10 guidance teachers. In this study qualitative research method and semi-structured interview technique was chosen as the research method. Findings of the study were stated that all participants found resource room support services useful, however some problems also mentioned by them. Those mentioned problems were related by school management, teachers, students and parents. Also some important causes of those problems were listed as school management, physical conditions of resource room and applied resource room programs. Increasing the performance and success of the resource room support services were raised four basic issues by the participants. Firstly special education teachers should be the responsible instructional personnel for support services in the resource rooms. Secondly, I.E.P. teams would be formed and supported to provide original and individualized programs for students who were assigned to the resource room support services. Participants of the research also mentioned that the resource rooms? physical environments should be proper for students with special needs assigned for the resource room support services as a third issue. Determent last issue was the replacement of the inadequate instructional materials with more functional and useful materials in resource rooms. The most important recommendation made by the participants was all stakeholders of resource room special education support services in schools had to be assigned for in-service educational programs. Key words: Mainstream, Inclusive education, Special education support services, resource room