Examination of support education services provided to a student with hearing loss continuing inclusive education

The aim of this research is to examine the support education services provided to a hearing-impaired student attending inclusive education. Designed as a descriptive case study, the research considers the support education services provided to a 6th-grade hearing impaired student as a case. The participants of the study include the hearing-impaired student, the student's parents, teachers in the field, guidance and support education room teachers, school administrators, and teachers and administrators from the special education and rehabilitation center. Various data collection techniques were used in the research, including semi-structured interview questions, participant information forms, researcher diaries, document analysis, and informal reading comprehension inventories. The research data were analyzed using inductive analysis. The research findings revealed that educators were unaware of the characteristics of the hearing-impaired student and did not assess the student by determining the academic level, there were inadequacies in the physical conditions of the school and classroom materials, the hearing-impaired student could not receive education in the required subjects in the support education room, there was no collaboration among stakeholders in the support education process, there was a need for Special Education Counseling services, and the support education room services contributed to the student's education. The study concludes that the quality of inclusive practices should be improved, the current legal regulations regarding the functioning of support education and support education room services should be detailed, and the legal basis for Special Education Consultation should be established and provided within the scope of support education services.