Examination of special education practice school primary and secondary communication skills curriculums

The development of communication skills in special education is of vital importance for the social participation and quality of life of students with moderate to severe intellectual disabilities and autism. The effectiveness of the Communication Skills Teaching Programs prepared by the Ministry of National Education for Special Education Application Schools is of great importance. In this regard, the study aims to examine these programs from the teachers' perspective within the scope of the CIPP (Context, Input, Process, Product) evaluation model. The research was designed as a qualitative study and conducted as a comprehensive multiple case study. The study group was determined using criterion sampling, one of the purposive sampling methods, and included a total of 30 special education teachers, 15 from each level. The data were collected using a semi-structured interview form prepared by the researcher and analyzed using content analysis. However, the study has limitations because the data are limited to only teachers' views and do not include data from other stakeholders. The research findings reveal significant shortcomings in all four dimensions of the program. In the context dimension, the abstract and non-functional nature of the gains is noteworthy, while in the input dimension, the inadequacy of course resources, materials, and teacher preparation is striking. In the process dimension, the unsuitability of physical conditions and limited family participation stand out, while in the product dimension, the program's failure to adequately meet the needs of students with severe disabilities is a prominent finding. In line with the results obtained, it is recommended that the program's effectiveness be increased by making the gains functional and measurable, preparing practical guides on alternative communication methods, reducing class sizes, and providing practical training to teachers. Furthermore, designing future studies using mixed methods and conducting them with larger samples will contribute more comprehensively to the program evaluation process. These recommendations are expected to guide both the improvement of the current program and program development efforts in the field of special education.