Education and problems of children of Syriael asylum

This research aims to determine the problems of children of Syrian refugees as to how they receive education, content of education and concerns in their educations according to views of school principals, school counselors, classroom teachers, instructors of Turkish language who have been working at two primary schools that give different education to the children of Syrian asylum seekers, Syrian parents and other parents whose children are receiving education. In this research, phenomenological method which is one of the qualitative research models was used. Working group was comprised of 5 school principals, 3 school counselors, 10 classroom teachers, 4 Turkish language instructor, 10 Syrian parents and 10 other parents who were selected according to typical state sampling which is one the purposeful sampling methods. In the data collection process, documents were examined and six different semi-structured interview forms were carried out after the expert opinion was obtained. Interviews were carried out through semi-structured forms were presented and voice recording was performed. Audio recordings made by the researcher have been textualized in Microsoft Word 2010 program. Descriptive, contextual and document analysis were made in data analysis. Themes (categories) were generated from which relevant concepts with each other were grouped at the end of this process. It is understood in the end of this research that most of the school principals, classroom teachers, school counselors and Turkish language instructors of A Primary School which was one of the participating schools in the research, received training whereas most of the school principals, classroom teachers, school counselors and Turkish language instructors at B Primary School were not trained and the others who received training at at B Primary School thought that the training was inadequate. Problems encountered in the education of Syrian children at both schools are determined as language problem, age difference, communication gap, book and lack of material. In the education at A Primary School, unlike at B Primary School; it is understood that there were problems such as student absenteeism, violations of school rules, peer victimization, lack of cleanliness and order, taking of the belongings of school mates, having Turkish lessons in other lessons schedules (hours), getting ganged, violence against other children, indifference of Syrian parents, lack of financial support of Syrian parents. Unlike A Primary School, it was determined that educational problem of Syrian children was of access to school at B Primary School.