Music education practices in special education vocational schools and the evaluations of the problems faced by music teachers (Example of Aegean Region)

In this study, it is aimed to evaluate the music education practices in Special Education Vocational Schools and the problems faced by music teachers. In this context, music teachers working in Special Education Vocational Schools were interviewed. Qualitative research method was used in the research. The research data were obtained with the "semi-structured interview technique". The "content analysis method" was used in the analysis of the data obtained from the interview, and the research data were analyzed by dividing them into codes and themes. As a result of the analysis of the data obtained, it was seen that music teachers did not receive special education training during and after the undergraduate period, and most of them did not work with individuals with special needs before. It has been determined that music teachers have difficulties with the "behavioral problems" and "autism" disability group, which are mostly seen in students during the education process. It has been determined that music teachers organize in-class activities according to the interests and needs of the students, however, they have difficulties in including the students equally, they mostly have rhythm and chorus exercises, and the students are interested in music lessons. It was concluded that the teachers did not have any problems with the parents, however, communication and cooperation within the scope of music education could not be realized at the desired level. It has been determined that music teachers generally find the school administration supportive, although they do not have a well-equipped music classroom in the institution they work for. It has been observed that music teachers mostly use the "show and make" method and the Orff-Schulwerk approach in the music lesson process. In addition to these, it has been determined that the music course book, Special Education Vocational School music lesson acquisitions and Individualized Education Program (IEP) application are not effective and sufficient in terms of music lessons. In the distance education process applied during the pandemic period, it was seen that student participation was very low due to various reasons, the lack of devices, insufficient internet infrastructure, etc. and therefore the process was not sufficient in terms of education. For this reason, it has been determined that online education is not sufficiently applicable in special education schools. In addition, the expectations of music teachers in the field of special education were included in the study. At the end of the research, suggestions were made regarding the results obtained.