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A Determination of Opinions and Experiences of Students with Special Needs Regarding Resource Rooms in Turkey

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Title: A Determination of Opinions and Experiences of Students with Special Needs Regarding Resource Rooms in Turkey
Language: English
Authors: Kizir, Mine (ORCID 0000-0001-8801-5693)
Source: Online Submission. 2020 6(3):10-33.
Peer Reviewed: N
Page Count: 24
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Foreign Countries, Special Needs Students, Students with Disabilities, Elementary School Students, Secondary School Students, Student Attitudes, Opinions, Resource Room Programs, Special Education, Parent Participation, Teacher Participation, Course Selection (Students), Student Participation, Academically Gifted, Peer Relationship, Bullying, Teacher Student Relationship, Academic Achievement
Geographic Terms: Turkey
ISSN: 2501-2428
Abstract: This research was conducted to determine the opinions and experiences of students with special needs regarding special education offered within resource rooms (RRs). To this end, semi-structured interviews were conducted with 22 participants. The research employed the phenomenological method, one of the qualitative research methods. Descriptive analysis was used to analyze the data obtained from the interviews. In order to achieve validity and reliability in the study, "credibility," "transferability," and "confirmability" were all established. The students' opinions and findings can be summarized as follows: special needs students mostly receive educational support as part of their academic (basic/culture) courses in RRs; that they usually learn new subjects or review prior learned subjects; that instead of the IEP team, it is either the students' parents or their teachers alone who are involved in the course selection process; that the students also want to be involved in this process; that they are mostly pleased with the current RR settings, but still want dedicated RRs in schools; that gifted students prefer attending RRs outside of normal school hours, while others prefer attending during school hours as they face difficulties learning lessons in general education classrooms; that students have varying opinions about their peer relationships; that those who express negative opinions about their peer relationships were exposed to peer bullying; that they have good relationships with their teachers; and that they consider RRs to be an efficient educational practice that positively contributes to their academic achievement.
Abstractor: As Provided
Entry Date: 2020
Accession Number: ED608258
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED608258
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  Data: A Determination of Opinions and Experiences of Students with Special Needs Regarding Resource Rooms in Turkey
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  Data: <searchLink fieldCode="AR" term="%22Kizir%2C+Mine%22">Kizir, Mine</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8801-5693">0000-0001-8801-5693</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2020 6(3):10-33.
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  Data: N
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  Data: 24
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Opinions%22">Opinions</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Room+Programs%22">Resource Room Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Participation%22">Teacher Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Selection+%28Students%29%22">Course Selection (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Academically+Gifted%22">Academically Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 2501-2428
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This research was conducted to determine the opinions and experiences of students with special needs regarding special education offered within resource rooms (RRs). To this end, semi-structured interviews were conducted with 22 participants. The research employed the phenomenological method, one of the qualitative research methods. Descriptive analysis was used to analyze the data obtained from the interviews. In order to achieve validity and reliability in the study, "credibility," "transferability," and "confirmability" were all established. The students' opinions and findings can be summarized as follows: special needs students mostly receive educational support as part of their academic (basic/culture) courses in RRs; that they usually learn new subjects or review prior learned subjects; that instead of the IEP team, it is either the students' parents or their teachers alone who are involved in the course selection process; that the students also want to be involved in this process; that they are mostly pleased with the current RR settings, but still want dedicated RRs in schools; that gifted students prefer attending RRs outside of normal school hours, while others prefer attending during school hours as they face difficulties learning lessons in general education classrooms; that students have varying opinions about their peer relationships; that those who express negative opinions about their peer relationships were exposed to peer bullying; that they have good relationships with their teachers; and that they consider RRs to be an efficient educational practice that positively contributes to their academic achievement.
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  Data: ED608258
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 10
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Opinions
        Type: general
      – SubjectFull: Resource Room Programs
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Teacher Participation
        Type: general
      – SubjectFull: Course Selection (Students)
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Academically Gifted
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: A Determination of Opinions and Experiences of Students with Special Needs Regarding Resource Rooms in Turkey
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