An investigation of the religious culture and moral knowledge course curriculum for students with autism spectrum disorder in accordance with teachers opinions

This study aims to evaluate the Course of Religious Culture and Moral Knowledge curriculum for students with Autism Spectrum Disorder (ASD) in line with teachers opinions. In the research, the opinions of the Religious Culture and Moral Knowledge teachers who teach the Religious Culture and Moral Knowledge course or the special education classroom teachers and branch teachers who teach this course in schools where there are no Religious Culture and Moral Knowledge teachers, based on their experiences during the implementation process of the program, were discussed within the framework of the four basic elements of the education program. The study is qualitative research, and a case study design was used. The study group consisted of Religious Culture and Moral Knowledge and special education teachers working in Adana province. A total of 31 teachers were interviewed. Data were collected through face-to-face semi-structured interview forms. The qualitative data were analyzed using content analysis technique. The findings were examined within the framework of the four basic elements of the curriculum, namely purpose, content, learning-teaching process and measurement-evaluation, and sub-themes were formed. The findings of similar studies in the literature, teachers' views on the curriculum, the difficulties they experience in implementation and their suggestions for solutions were also discussed in detail. As a result of the study, teachers stated that the current Religious Culture and Moral Knowledge curriculum is insufficient to meet the needs of individuals with ASD. Factors such as the abstract and complex content of the curriculum for students with ASD, the existence of a common curriculum for students with intellectual disabilities and autism spectrum disorders, lack of materials, inadequacy of classroom environments, and teachers' lack of knowledge in the field of special education were found to negatively affect the teaching process. In addition, it is suggested that the textbook should be developed in accordance with the student and the program prepared for students with ASD should be updated. Keywords: Religious Education, Special Education, Autism Spectrum Disorder, Religious Culture and Moral Knowledge Course Curriculum for Students with Autism Spectrum Disorder.