Teachers' opinions on the positive and negative aspects of vocational education given to students in special education vocational schools

The aim of this study is to determine the opinions of teachers working in special education vocational schools about the vocational training offered to students with intellectual disabilities and to reveal the positive and negative aspects of the training in line with these opinions. The research was carried out by adopting a phenomenological research design from qualitative research methods. The study group consisted of ten teachers working in a special education vocational school in Amasya province. The data were collected through a semi-structured interview form and evaluated by content analysis method. According to the results of the study, although the teachers considered the vocational training programmes functional in general, they drew attention to problems such as insufficient content, lack of equipment and the need for updating. Although the importance of Individualised Education Programme applications was emphasised, teachers stated that time, material and coordination deficiencies should be eliminated to carry out the process effectively. Informative activities during the transition to work were found to be positive in terms of guiding students. In addition, it was stated that employer prejudices should be reduced, state support should be increased, and school-family-business cooperation should be strengthened in the participation of students in business life. As a result of the research, various suggestions such as updating vocational education programmes, supporting the professional development of teachers and eliminating equipment deficiencies were made