THE OPINIONS OF TEACHERS WORKING IN REHABILITATION CENTERS ON THE METHODS THEY USE WHEN WORKING WITH STUDENTS WITH MENTAL DISABILITIES

Fatih KOÇAK , Esma Güşef GÜL

  • Fatih KOÇAK: NECMETTİN ERBAKAN ÜNİVERSİTESİ
  • Esma Güşef GÜL: Milli Eğitim Bakanlığı
  • Year : 2025
  • Vol : 3
  • Issue : 1
  •  Page : 39-52
The present study aims to examine the perspectives of teachers working in special education and rehabilitation centers regarding the instructional methods they employ while teaching students with intellectual disabilities. Adopting a qualitative research approach, the study was designed as a case study and conducted during the 2023–2024 academic year. The participants consisted of 30 teachers working at private special education and rehabilitation centers located in Konya, Turkey. Data were collected through semi-structured interviews, and classroom observations were conducted with four selected participants to enrich the data set. The obtained data were analyzed using descriptive analysis techniques. The findings indicate that teachers consider several critical factors when selecting instructional methods, including students’ age, developmental level, type of disability, and individual performance. Rather than adhering to a single instructional strategy, the majority of teachers prefer to integrate multiple teaching methods simultaneously to address diverse learning needs. Direct instruction, modeling, and chaining emerged as the most frequently utilized approaches. Despite this flexibility, participants reported encountering various challenges related to individual differences among students, the nature of the content, and, in some cases, the selection of inappropriate methods. Furthermore, teachers emphasized the importance of aligning instructional methods with the developmental characteristics and individual conditions of their students. They also reported making adjustments to their instructional strategies when the initially selected methods were found to be ineffective. A notable portion of the participants demonstrated the ability to integrate instructional practices with appropriate assessment tools to monitor student progress effectively. In conclusion, the study underscores the significance of adopting flexible, student-centered, and multi-method teaching practices in special education settings. However, it also reveals the ongoing need for professional development and collaborative learning communities to support teachers in overcoming practical challenges and enhancing the quality of instruction for students with intellectual disabilities.
Cite this Article As : Gül, E.G., & Koçak, F. (2025). The opinions of teachers working in rehabilitation centers on the methods they use when working with students with mental disabilities . Edutech Research, 3(1), 39-52.

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Conflict of interest : The authors declare that they have no conflict of interest.
This article is published under the CC BY-NC 4.0 license.
Edutech Research
2025, Vol. 3 (1)
E-ISSN: 3023-6665
Received : , Accepted : , Published Online :

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