Examination of disabled teachers' views on their teaching experiences

The purpose of this research is to examine the opinions of disabled teachers regarding their teaching experiences. The phenomenology design, one of the qualitative research designs, was used in the research. Maximum diversity sampling, one of the purposeful sampling methods, was used to determine the study group of the research. The study group of the research consisted of 15 disabled teachers selected from among the disabled teachers working in public primary, secondary and high schools in the central district of Aksaray province. A semi-structured interview form was used to collect research data. Content analysis was used to analyze the research data. In the research, it was determined that the reasons why disabled teachers choose the teaching profession are non-disability factors and disability-related factors. It has been determined that disabled teachers have positive and negative feelings and thoughts about the teaching profession. Contemporary discipline and traditional discipline understanding are emphasized in the classroom discipline practices of disabled teachers. While it was emphasized that disabled teachers were mostly able to manage time, it was also revealed that they had problems in time management. Although it was mostly emphasized that the physical conditions of the classroom were suitable for disabled teachers, it was revealed that they needed additional arrangements in the physical conditions of the classroom depending on the disability. While it was determined that disabled teachers mostly used traditional teaching methods and techniques, they also used contemporary teaching methods and techniques. While it was determined that disabled teachers mostly used technological materials, it was also revealed that textbooks and auxiliary resources were used. It has been determined that disability affects classroom discipline, time management, use and selection of teaching methods and techniques, and use and selection of materials. While it was determined that disabled teachers mostly carried out club activities as out-of-class education processes, it was also revealed that they also carried out activities within the scope of their branch and outside of them. However, it was determined that they experienced disability-related problems in out-of-class education activities. It has been determined that disabled teachers have positive relationships with their colleagues, parents, students and administrators. It was also determined that they had problems with their administrators, students and colleagues. While it was determined that disabled teachers mostly thought that the physical conditions of the schools where they worked were not suitable for teaching with disabilities, there were also some who thought they were suitable. Regarding the conditions that will enable disabled teachers to teach effectively, it has been revealed that the conditions related to the teaching profession are mostly stated, and the conditions related to disabled teaching and education policies are also emphasized.