Examining the Perspectives of Special Education Pre-Service Teachers on the Education of Syrian Students with Special Needs Under Temporary Protection Status

This study aimed to explore the perspectives of special education pre-service teachers on the education of Syrian students with special needs under temporary protection status in Turkey. A qualitative descriptive research model was employed. Participants were 14 fourth-grade students from two universities in a province in Turkey's Southeastern Anatolia Region. These candidates had completed Teaching Practice I-II courses and had experience with Syrian students with special needs in their practicum classrooms. Criterion sampling was used to select participants. Data were collected using a semi-structured interview form developed by the researcher and analyzed through content analysis. The study identified themes such as language and communication, family involvement, support and guidance needs, cultural differences, and undergraduate education. The most significant barrier to the participation of Syrian students with special needs and their families in the educational process was found to be language differences. The study also highlighted a substantial need for courses on the education of Syrian students with special needs within the undergraduate curriculum for special education pre-service teachers. The findings were discussed in relation to relevant literature.