Evaluation of support education program for individuals with learning difficulties

In educational processes, the efficacy of the Support Education Program designed specifically for individuals with learning difficulties holds significant importance. The primary objective of this study is to evaluate the Support Education Program for Individuals with Learning Difficulties, developed and implemented by the Ministry of National Education, based on document analysis and teacher opinions. In this context, the program is assessed concerning the fundamental components of educational curricula, aiming to identify its strengths and weaknesses. In this study, the analysis of the program published in 2021 and the perspectives of 14 teachers working in rehabilitation centers in the Marmara region during the 2022-2023 academic year were taken into consideration. The 'Review Form in Criterion Context' and the 'Semi-Structured Interview Form' were employed as data collection tools. Furthermore, interviews with teachers were audio-recorded, with the data subsequently analyzed within the context of themes and codes. Content analysis was employed for data interpretation. According to the research findings, the general structure of the reviewed program largely embodies the desired characteristics. However, there were discernible discrepancies in teachers' viewpoints regarding the program's philosophy. It was ascertained that the program's objectives generally carry the desired attributes, and the goals set for individuals with specific learning difficulties are attainable and behaviorally expressible. Yet, some shortfalls were observed concerning the measurability and observability of these goals. Regarding content, teachers indicated that modules are comprehensive and up-to-date. Nonetheless, they noted insufficiencies in the duration of lessons and found that certain content partially exhibited overlap. From a pedagogical perspective, teachers encountered challenges in material selection and methodological implementation. In the evaluation dimension, the program was found to offer valid, reliable, and practical assessment tools, predominantly focusing on process assessment. However, both document analysis and teacher feedback highlighted a lack of comprehensive evaluation-related information in the program. In terms of functionality, the program sufficiently supports BEP (Behavioral Evaluation and Planning) preparation. Yet, deficiencies were identified in parental education and program implementation training. Furthermore, the social interaction module was deemed inadequate. In conclusion, this study underscores the critical importance of recognizing individual differences and specific needs. These results offer guidance for educators, policymakers, and institutions in reviewing current practices and enhancing future initiatives. Keywords: Program assessment, support curriculum for students with learning challenges, teacher feedback.