Classroom teachers and parents views about the resource room special education support services

The aim of this study is to examine the opinions of the class teachers and parents about the use of academic support rooms which is one of the tutoring services received by the students with special needs. The research was carried out in schools where academic support rooms were implemented in the Erzurum province and was carried out with the participation of 25 classroom teachers and 25 parents of students who benefited from academic support rooms. In this research were used semi-structured interviews, a qualitative research method, and the data was collected through face-to-face interviews. The research was conducted within the scope of case study which is one of the qualitative research patterns. As a result of the research, it was concluded that most of the classroom teachers do not have a specific academic support room in their school, that students receive tutoring mostly for mathematics and Turkish lessons, and that most of the teachers did not have sufficient knowledge about teaching methodologies or the legislation. Additionally, it was concluded that the teachers were supported by the families of the students during tutoring and that their students had a positive attitude towards the education given in the academic support rooms. It was concluded that the Counseling and Research Center and the Ministry of Education are the institutions from which the parents receive support during the education process carried out in the academic support rooms. It was also concluded that the problems experienced by the parents during the implementation of academic support rooms were mostly due to the fact that the lessons took place after school hours, that the students were tired, that the parents did not have sufficient information about the education process and that the students were labeled.