Opinions of physical education and sport teachers working in special education schools about their lessons

This research aimed to examine the views of physical education and sports teachers working in special education schools about the education and training process for the sports and physical activities course. The qualitative research method was preferred, phenomenology design was used, and data were obtained by semi-structured interview technique. Seven physical education and sports teachers working in Special Education Schools affiliated with the Erzurum Provincial Directorate of National Education participated in the research in the 2021-2022 academic year. Six of the teachers are male, and one is female; four of them work in secondary schools, and three of them work in high schools; their age range is 35-50 years; their term of office is 6-25 years, and the service interval in special education is 1-30 years. For individuals who need special education, sports and physical activities course is important and contributes to their development. Weekly sports and physical activities class hours are not enough. Teachers try to ensure students are active in the lesson with various teaching methods and techniques. It is difficult to implement the curriculum and acquire the target behaviors. Teachers expect students to be able to perform independent living skills. Sports and physical activities course positively affect their adaptation to social life. Materials are sufficient in schools, but schools are insufficient in terms of a gymnasium. Teachers give directions to various branches. Students love sports and physical activities, and they are very interested. It makes teachers happy to support students' development and see that they are successful. Undergraduate education in physical education and sports teachers is insufficient in terms of special education. Teachers have sufficient information about students' diagnoses. Teachers conduct research and contribute to their development to increase their knowledge level and be more beneficial to students. Teacher candidates who will work in special education schools need to have knowledge of many issues, such as the types of disabilities.