Evaluation of the social life curriculum of the special education vocational school

The purpose of this study is to evaluate the 2022 updated Special Education Vocational School Social Life Lesson Curriculum within the framework of Demirel's Analytical Program Evaluation Model (DAPDEM). Designed as a qualitative descriptive study, the research sought the opinions of four stakeholder groups: special education teachers, faculty members, RAM specialists, and parents. Data diversity was ensured, and different dimensions of the curriculum were examined from multiple perspectives. The data obtained were subjected to descriptive and content analysis. The findings indicate that the curriculum provides a robust framework in terms of its theoretical structure, content organization, and alignment of objectives with content. The curriculum's life skills-focused approach supports students in gaining self-confidence, adapting to social norms, and developing independent living and social communication skills. Students have made significant progress in daily life skills such as greeting others, asking for help, using public transportation, shopping, and developing appropriate social behavior. The fact that this development has been observed by both families and teachers indicates that the program is effective in terms of practical life transfer. However, some limitations have been identified in the curriculum's objective structure. The fact that the objectives focus predominantly on the cognitive domain, the insufficient representation of affective and psychomotor skills, and the abstract nature of some objectives create difficulties in implementation. In terms of content, contemporary issues such as digital life skills, online safety, and social media use are found to be limited. The lack of concrete materials in the teaching-learning process, the limited duration of lessons, and the lack of guidance for implementation are prominent problems. The fact that the measurement-evaluation processes are predominantly based on cognitive performance creates a gap in monitoring affective and psychomotor development. While the theoretical strength of the curriculum is preserved, there is a need for teacher support, material richness, digital content integration, and the development of alternative assessment tools. Practical in-service training, the development of sample activities, and strengthening the integration of the curriculum with the BEP are among the general recommendations.