An examination of the educational material usage of music teachers working in special education

This study aims to reveal the perspectives of music teachers working in special education institutions regarding the use of instructional materials. Within the scope of the research, the views and experiences of music teachers employed in Special Education Practice Schools, Special Education Vocational Schools, and mainstream schools providing inclusive education in the city center of Eskişehir were examined concerning their use of materials in lessons. In this context, issues such as the frequency and types of material use, teachers' involvement in the material preparation process, co-creation of materials with students, and challenges encountered in accessing materials were addressed. The research was conducted using a qualitative research method, and data were collected through a semi-structured interview form developed by the researcher. The data obtained from the interviews were analyzed using descriptive analysis techniques. The study sample consisted of twelve music teachers working in Eskişehir during the 2024–2025 academic year. These teachers were employed in Special Education Practice Schools, Special Education Vocational Schools, and second- and third-level special education institutions providing inclusive education. According to the findings, the use of instructional materials enhances classroom motivation, increases readiness levels, and contributes to the creation of learning environments sensitive to individual differences among students with special needs. The most frequently used materials were rhythm sticks, Orff instruments, and various percussion instruments. However, it was determined that the use of materials varied depending on the teacher's creativity, the school's physical resources, and the level of institutional support provided. In this regard, the study aims to contribute to the field by offering suggestions for improving the quality of music education in special education settings.