Examination of special education teachers' opinions on science education and the problems they face

It is known that there are children who differ from their peers in terms of both individual characteristics and educational qualifications. Individuals who differ from their peers are characterized as individuals with special needs. In line with the principle of equal opportunity in education, all individuals should receive the education they need, regardless of their differences. One of the training given to these students is science education. Science education is aimed at children with special educational needs to solve the problems they encounter in daily life and gain different cognitive skills. The aim of this study is to determine the opinions of special education teachers about science education, the problems they encounter, and the solution suggestions for the problems encountered. For this reason, the special case study, which is among the qualitative approaches in the research, was used. The study group of the study consists of special education teachers working in special education institutions affiliated with the Ministry of National Education in Ankara. In line with the purpose of the study, data were collected with interview forms and interviews. When the findings obtained through content analysis were examined, it was determined that the majority of the participating teachers considered themselves sufficient in the field of special education and science and had problems with science education materials. It has been determined that teachers prepare materials in order to solve the material problem and to explain the subject more simply. It was stated that the attitudes of special education students who received science education about the course were generally low. It has been determined that teachers use different methods and strategies to increase the permanence of science education, but there are some deficiencies in the methods and techniques applied in the institutions where teachers work. It has also been determined that there are some advantages and disadvantages if the branch teacher enters the science course. It has been determined that special education teachers have the most problems in science education in terms of concept teaching curriculum and class type. It has been determined that special education teachers have a positive perception of science and special education science curriculum. In addition, it has been confirmed within the scope of the research that science education affects the social life of students and helps them acquire a number of cognitive and affective skills.