In-depth examination of cooperation works between teachers working in special education kindergarten

The purpose of this research is to analyze the cooperation between special education and preschool teachers working together in the same class in special education kindergartens, based on the views and experiences of teachers and other school stakeholders (eg, school counselor, school administrators, parents) and to describe the current situation. The data in the study, which is a qualitative research, were obtained from semi-structured interviews with special education and preschool teachers, school administrators, school counselors and parents in a total of three special education kindergartens, two schools in a city in the Central Anatolia region and a school in a city in the Marmara region has been obtained. Easily accessible case sampling method, one of the purposeful sampling methods, was used to determine the participants. A total of 31 people were interviewed, including 21 teachers, four school administrators, two school guidance teachers and four parents. Research data were collected through semi-structured interviews, metaphorical perception forms and observations. The collected data were analyzed by content analysis method. As a result of the research findings, the common thought of all stakeholders is that they need to receive comprehensive in-service training before starting to work in special education kindergarten. As a result of the research, the school working arrangements have not yet been consistent due to reasons such as the special education kindergartens being a newly opened type of school, the school buildings are not suitable in terms of structure, the lack of materials, the duality in the study programs, the families are still in the acceptance stage, and the insufficient number of teachers in the field of specialization. was found to not be.