Investigation of implementations in resource room for students with special needs

This research is designed as a convergent single case qualitative research in an attempt to examine the resource room (RR) implementations offered to children with special needs in a middle school. In the study conducted at a middle school located in Bursa province, the RR processes of two special needs students, one diagnosed with hearing impairment and another with mild intellectual disabilities, were observed. In addition, semi-structured interviews were held with school personnel who have roles and responsibilities in inclusive and RR practices including five teachers, one school principal, one counselling and guidance teacher; in addition to two parents of students with special needs and fifteen normally developing students. During the research, the researcher's diary was kept with field notes and documents from the field were collected and evaluated. The analysis of the research data was carried out through employing the inductive analysis method. As a result of the research, it was founded that inclusive education and RR implementations make positive contributions to teachers, families, students with special needs and students with normal development. In the process of preparing RR program at school; it was concluded that the general education curriculum was taken into account; the teachers were determined on a voluntary basis and students were determined according to whether they are benefiting from inclusive education or not. It was determined that the planning of the courses, the materials prepared, the methods and techniques used were not carried out in accordance with the requirements during the processes of RR implementations. At the same time, it was determined that appropriate physical arrangements regarding RR practices were not made, only one teacher relates the lessons previous and next lessons through repetitions and assignments and no evaluation was made. On the other hand, it was understood that cooperation and teamwork related to RR implementations were inadequate and almost do not exist. As a result of the research, problems related to inclusive education and suggestions for increasing success in RR implementations are presented. Keywords: Inclusive education, Resource room, Students with special needs, Hearing impairment, Intellectual disability