The opinions of the special education teachers on the education services provided for students with severe and multiple disabilities

Purpose: The general purpose of this research is to determine the opinions of special education teachers about the education services offered to students with severe and multiple disabilities. Method: In this study, phenomenology design, one of the qualitative research designs, was used. Ten special education teachers who have experience with students with severe and multiple disabilities formed the study group of the research. Interviews were conducted with a semi-structured interview form consisting of eleven main questions. The obtained data were analyzed by content analysis method and five themes and fourteen sub-themes were reached from the coding made. Results: Factors that positively affect the quality of education services offered to students with severe and multiple disabilities; It has been found that there are special education teachers, special education kindergartens, nurses in Special Education Schools, efforts to make the curriculum content suitable for students with severe and multiple disabilities, and the state's support for the field of special education. In general, the points that negatively affect the quality of education services offered to students with severe and multiple disabilities are; It was found that the lack of field experts and support staff needed by students with severe and multiple disabilities and the problems related to their quality, the educational environment not fully addressing the needs of the students, the problems encountered with the family, the lack of materials and technology, and the low number of academicians dealing with severe and multiple disabilities. . At the same time, the participants made suggestions to the points that they said negatively affect the quality of education services offered to students with severe and multiple disabilities. Instructional arrangements for students with severe and multiple disabilities; adaptations are grouped as Individualized Education Program and technology. Findings about the experts, personnel and people required in the education of students with severe and multiple disabilities and the cooperation between these stakeholders have been reached. In addition, from the experience of special education teachers with students with severe and multiple disabilities; Sub-themes related to the factors affecting the desire to work, their self-efficacy perceptions about teaching these students and the adequacy of the special education undergraduate program were reached. Finally, the theme of an inclusive education environment for students with severe and multiple disabilities; The places where these students are given education and the ability of these students to benefit from educational practices through inclusion/integration have been examined with sub-themes. Conclusion and Suggestions: Considering the views on the quality of education services offered to students with severe and multiple disabilities; It has been seen that the factors that affect the quality negatively are more than the ones that affect the quality positively. It has been revealed that there are factors affecting the quality of the Individualized Education Program prepared for students with severe and multiple disabilities. In order to meet the needs of these students; It was concluded that field experts should be included and collaborative teamwork should be ensured. Special education teachers feel competent in teaching students with severe and multiple disabilities. While expressing the factors affecting the desire to work with students with severe and multiple disabilities, special education teachers included both positive and negative statements. The inadequacy of the application in the special education undergraduate program negatively affects the proficiency of teacher candidates in teaching students with severe and multiple disabilities. It does not seem possible in the current system for students with severe and multiple disabilities to receive education through inclusion/integration. Keywords: Severe and multiple disability, Special education teacher, Education service, Phenomenology