Opinions and recommendations of special education researchers, who employed social story as a method, about use of social story

The purpose of this study is to determine the thoughts and suggestions of researchers who conducted thesis with social story implementation. The research was carried out with nine participants in four different cities. The research was conducted with a phenomonal pattern which is a qualitative research design. Data were collected through semi-structured interviews. The results showed that the researchers generally express positive opinions on the phases of social story implementation. Interviewees stated that they benefited from a guide in social story practice and that this guide was Carol Gray's books. Interviewers view the guidelines for preparing social stories as both guiding and restrictive. Researchers who consider social story practice as user friendly and practical, characterize the necessity of working with children who are cognitively high functioning, as weakness of social stories. Researchers have stated that social history practice can be used effectively with both children with normal development and with all other disability groups. Participants who commented that social story practice is not appropriate for classroom use, stated that the practice could not be used in the classroom due to the specific nature of the practice and the necessity of individualized instruction. Participants who expressed their views on improving social story practice also stated that social story implementation could be improved by training stakeholders. Key Words: Social story, Social story studies in Turkey, Researcher views, Special education.