Special education teachers' views on teaching social studies

Education is a systematic process that enables individuals to gain knowledge, skills, attitudes and values, and supports not only academic knowledge transfer but also social, emotional and cultural development. Since each individual's learning style and needs are different, education should be individualized and accessible. This research aims to examine the views, experiences and difficulties encountered by special education teachers regarding social studies teaching. In the research, the phenomenological design was preferred based on the qualitative research method. The study group of the research consists of 15 special education teachers in Siirt province. The research data were collected with a semi-structured interview technique. The research data were analyzed and presented based on the descriptive analysis technique. The study found that special education teachers experienced some difficulties originating from students, programs and parents in the process of teaching social studies, and encountered a series of difficulties originating from the physical conditions of the school, administrative and systemic problems and psychological difficulties. The study reached results indicating that the low level of readiness of students in teaching social studies, basic knowledge and skill deficiencies negatively affected the teaching process. In addition, suggestions such as strengthening individualized teaching programs, increasing the capacity of teachers in terms of field and method knowledge, developing materials and monitoring technological developments, systematizing family-school cooperation, and making physical space arrangements were presented in the study.