A case study for resource room service attended by students with intellectual disability

The present study was designed as a nested case study to understand the functioning of the management, guidance and implementation aspects of the resource room, which is attended by students with intellectual disability. In line with this purpose, observations were carried out through checklists developed by the researcher in the resource rooms of primary schools where inclusion practices were performed in a city center in the Eastern Anatolia Region. As a result of these observations, field notes were taken for three months in the resource room of a designated primary school. Semi-structured interviews were conducted with a total of 30 participants, including 10 school principals, 10 guidance counselors, and 10 resource room teachers assigned in the resource room. A researcher diary was also kept during the research. For the data collected, a descriptive analysis was used in the analysis of field notes and a content analysis was used in the analysis of interviews. Checklists, however, were categorized and presented in tables. As a result of the research, it was revealed that the physical conditions of the resource rooms were inadequate, the resource room stakeholders lacked knowledge about the resource room, and the roles and responsibilities for this service were not clearly understood and implemented. At the end of the study, recommendations were made about the assignment of special education teachers in resource rooms and that the effectiveness and efficiency of resource room service could increase depending on the direct roles and responsibilities of the relevant stakeholders.