Development and effectiveness of vocational education programs in special education vocational school

The purpose of this research is to evaluate the characteristics, needs, and problems experienced by individuals with intellectual disabilities studying in Special Education Vocational Schools, as well as the vocational training programs they are enrolled in, within the scope of a needs analysis. With this evaluation, the needs of individuals and the deficiencies of the current program were revealed, and a program draft for a specific field was developed. Qualitative research designs were used throughout the research process. The research was conducted using a case study design for the needs determination and program evaluation stages, and a grounded theory design for the program development stage. Within the scope of the research, a literature review was first conducted. Data were collected from a study group consisting of teachers, administrators, parents, students, and sector representatives working in a province in the Western Black Sea region, using maximum variation sampling. The data, including the literature and the current program, were analyzed by content and descriptive analysis, and the findings were presented in tables. The cognitive, affective, and psychomotor developmental differences of these students highlight the need for vocational training programs tailored to individual needs. Difficulties in linguistic, communicative, higher-order cognitive, and social competencies have been identified in individuals with intellectual disabilities. Prejudices encountered in employment processes, inadequacies in teaching programs, and deficiencies in educator qualifications are the main problem areas. In this context, it has been concluded that teaching that is sensitive to individual differences, technological infrastructure, employer incentives, and increasing social awareness is a critical solution. In line with the results obtained, program improvements and comprehensive knowledge transfer in the field of special education are crucial for teachers to utilize existing programs more effectively. In line with the research findings, an extensive training program has been developed, taking into account the special needs of students with intellectual disabilities. The program in question is structured within a systematic framework covering objectives, content, teaching-learning processes, and evaluation dimensions. The design process of the program was based on individual differences and the competencies of the relevant vocational branch