The examination of skill practice processes of students in special education vocational high schools in enterprises according to the views of vocational teachers and employers

The purpose of this study is to examine the skill training processes of students with intellectual disabilities enrolled in special education vocational schools from the perspectives of vocational teachers and employers. In this context, the study aims to evaluate the contributions of vocational training provided in special education vocational schools to the acquisition of vocational skills by individuals with special needs, as well as to identify challenges encountered and propose solutions. A qualitative research method was adopted in the study, and data were collected using a semi-structured interview form. The study group consists of nine vocational teachers working in special education vocational schools and eight employers providing job opportunities to students. The data obtained from the interviews were analyzed using the content analysis method. The findings of the study reveal that skill training practices conducted in businesses positively contribute to the acquisition of vocational skills among students with intellectual disabilities. However, several challenges are experienced during the implementation process. Employers emphasize that students lack sufficient vocational skills during the skill training period and struggle to fully adapt to the workforce. Vocational teachers report facing issues such as limited resources, insufficient support, lack of coordination, and prejudices against students in the workplace during the students' participation in skill training programs. In conclusion, the study offers various recommendations for improving vocational training programs in special education vocational schools and enhancing skill training practices in businesses. Employers suggest that students' vocational training should not be limited to schools but supported with more extensive experiences in real work environments, emphasizing the need for increased government support. Vocational teachers advocate for more structured programs and comprehensive support for students in their workplace adaptation processes. Accordingly, the study highlights the necessity of a more effective vocational training process and increased social acceptance by employers to support the integration of individuals with intellectual disabilities into the labor market.