Identifying the teacher and family views on resource rooms practices aimed at students with special needs

The aim of this research is to determine the views of teachers that educate students with a mental deficiency in resource rooms, the students, class teachers and the students' families about resource rooms at primary and secondary schools that had resource rooms in the province of Bolu in 2017 - 2018 school year. This research was conducted at 10 different schools that had resource rooms in the 2017 - 2018 school year in the province of Bolu, with the voluntary participation of fourteen educational support room teachers, twelve class teachers, and eight families. In this research, of the qualitative research methods semi-structured interview technique had been used and the data had been gathered via face to face interviews. During the analysis of qualitative data that was gathered from the interviews, a content analysis consisting of the process of decoding, themes, and organizing of this data has been made. According to research findings; when their views are taken into consideration, resource room teachers have indicated that the teachers have knowledge about legislative regulations and that they learn about their students' in-class behavior from class teachers. They have stated that the physical arrangements teachers make in the resource room eliminates the distracting components, and while applying individualized education programs they have faced with hardships as a result of the absence of students. Resource room teachers have stated that while teaching they are using the question and answer (Q&A) method, and as for materials, they are using textbooks and reference books. Of reinforcer types, they have stated that they mostly use oral reinforcer and that they do not do an evaluation at the end of the instruction period. The teachers have also stated that school administration is helpful in planning, functioning and positioning areas while stating the families do not contribute to educational support at all. When it comes to looking at the views of class teachers; they have stated that they learn about legislative regulations through either the school counselor or the school administration and that they conducted parallel operations to support the teaching process in the resource room. According to class teachers, the physical arrangements in resource rooms are inadequate, and they also do not have any clue as to what methods or techniques are used to teach in this room. They have stated the existence of a computer and a smartboard in resource rooms while saying there were not any physical arrangements made in their own classrooms. Just as resource room teachers they also ask simple questions to the students in order to raise morale and they also avoid doing an evaluation at the end of the instruction period. Class teachers have stated that the school administration was helpful in functioning and planning areas and that the families are supporting the studies in resource rooms. Resource room teachers and classroom teachers have stated that the physical area was not suitable for the problems experienced in resource rooms, that the class hours were insufficient, and the curriculum was not suitable. As a solution offered for these problems, they have suggested the improvement of physical arrangements in the resource room, and the provision of a suitable program and necessary equipment. When it came to families, they have stated that the resource room was a place where individualized instruction was provided, that the teachers are doing the best they can, the school administration is helping and after receiving the educational support instruction their child became more sociable. According to this study's results; it is established that the teachers know the regulations but are not able to follow these regulations due to different reasons. It is seen that the teachers responsible from resource rooms lack in field information, the practiced instruction is not supported with suitable teaching methods and necessary materials, and that the students are not evaluated. In the case of class teachers, it is seen that they are not doing a sufficient adjustment to inclusion students, the teachers are not planning the curriculum around their needs, and that they are not evaluating the students. As the result of the family views, they are satisfied with the educational support service. Key words: inclusion, special education support services, resource room, resource room teachers, class teachers, families