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What Do Students with Special Needs Think about Their Educational Environment in Türkiye?

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Title: What Do Students with Special Needs Think about Their Educational Environment in Türkiye?
Language: English
Authors: Ebru Ünay (ORCID 0000-0002-6298-9438), Raziye Erdem (ORCID 0000-0001-7631-1575)
Source: Support for Learning. 2025 40(1):76-87.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Special Needs Students, Classroom Environment, Children, Resource Room Programs, Student Attitudes, Student Experience, Academic Support Services
Geographic Terms: Turkey
DOI: 10.1111/1467-9604.12518
ISSN: 0268-2141
1467-9604
Abstract: This study aimed to explore the opinions and preferences of students with special needs who receive resource room services. The participants included 113 students aged between 7 and 13 years, and data were collected through a questionnaire that focused on the students' experiences in the resource room. The findings indicate that students require support in academic areas, particularly in Mathematics and Turkish. Additionally, students expressed positive feelings towards studying in the resource room and showed a preference for studying academic subjects in that setting. Overall, this study provides insights into the perspectives of students with special needs who benefit from resource room services. It is crucial to provide flexible opportunities that align with students' preferences, whether it be resource room or general education classes, to develop effective programs for students with special needs. By incorporating students' perspectives and preferences, educational stakeholders can create an inclusive and supportive learning environment that meets the specific needs of students with special needs. The findings contribute to the existing body of knowledge in the field and can inform educational policies and practices aimed at supporting students with special needs.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1461453
Database: ERIC
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  Value: <anid>AN0183858546;d8x01feb.25;2025Mar21.06:31;v2.2.500</anid> <title id="AN0183858546-1">What do students with special needs think about their educational environment in Türkiye? </title> <p>This study aimed to explore the opinions and preferences of students with special needs who receive resource room services. The participants included 113 students aged between 7 and 13 years, and data were collected through a questionnaire that focused on the students' experiences in the resource room. The findings indicate that students require support in academic areas, particularly in Mathematics and Turkish. Additionally, students expressed positive feelings towards studying in the resource room and showed a preference for studying academic subjects in that setting. Overall, this study provides insights into the perspectives of students with special needs who benefit from resource room services. It is crucial to provide flexible opportunities that align with students' preferences, whether it be resource room or general education classes, to develop effective programs for students with special needs. By incorporating students' perspectives and preferences, educational stakeholders can create an inclusive and supportive learning environment that meets the specific needs of students with special needs. The findings contribute to the existing body of knowledge in the field and can inform educational policies and practices aimed at supporting students with special needs.</p> <p>Keywords: inclusive education; pullout education; resource room; student preferences; student with special needs</p> <hd id="AN0183858546-2">Key Points</hd> <p></p> <ulist> <item> Students with special needs are often educated in resource rooms to receive specialised support, especially because of the difficulties they face in certain subjects. The research results show that resource rooms mainly focus on the development of literacy and numeracy skills such as Turkish and Mathematics.</item> <p></p> <item> The research findings indicate that the majority of students with special needs have a positive experience in the resource room setting. Although the satisfaction levels of students with special needs are generally high, individual experiences and perceptions of learning in this environment may vary.</item> <p></p> <item> The research data underlines the necessity of providing support for the needs of individuals with special needs, particularly in the areas of Mathematics and Turkish. It is recommended that educational interventions in resource rooms should be prioritised in line with the needs of students to develop their basic competencies.</item> </ulist> <hd id="AN0183858546-3">INTRODUCTION</hd> <p>The search for the most suitable educational environment for students with special needs has been ongoing for many years. This search has resulted in the development of the principle of the least restrictive educational environment and the implementation of inclusion practices. Inclusion aims to promote social integration and equality by enabling students with special needs to receive education alongside their peers without special needs (Pijl et al., [<reflink idref="bib36" id="ref1">36</reflink>]). However, the success of inclusion relies heavily on the support services provided to students and teachers involved in the process (Baglieri & Shapiro, [<reflink idref="bib4" id="ref2">4</reflink>]; Talley, [<reflink idref="bib42" id="ref3">42</reflink>]).</p> <p>Resource room is one such support service provided to students with special needs. It involves offering instruction to these students in a separate room from their regular classrooms, focusing on the areas in which they require additional support (Hurt, [<reflink idref="bib18" id="ref4">18</reflink>]). The resource room creates an environment where students can receive the specialised educational support they need, and teachers can deliver individualised instruction tailored to their specific needs. Effective planning and implementation of this service can lead to increased academic achievement for students and support their overall development in alignment with their special needs (Karin et al., [<reflink idref="bib19" id="ref5">19</reflink>]).</p> <p>The use of the resource room acknowledges that some students with special needs may require additional support beyond what can be provided in a general education classroom. It recognises the importance of providing targeted interventions and accommodations to facilitate their learning and progress. By offering a specialised setting, the resource room aims to address the specific needs of these students and create a conducive learning environment that promotes their success (Saloviita, [<reflink idref="bib40" id="ref6">40</reflink>]).</p> <p>In summary, the principle of inclusion in education has led to the establishment of support services such as the resource room for students with special needs. By providing individualised instruction and specialised support, resource rooms contribute to the academic achievement and overall development of these students. The proper planning and implementation of resource room services are crucial in ensuring that students receive the necessary support to thrive in their educational journey.</p> <hd id="AN0183858546-4">Educational environment preferences of students with special needs</hd> <p>Extensive research has been conducted in the field of special education on resource room programs, which are designed to provide individualised support and intervention for students with diverse learning needs. The findings of this research indicate that students with special needs frequently exhibit distinctive preferences regarding their educational environment, which can markedly influence their academic and social experiences. Some students with special needs indicate a preference for smaller, more individualised settings, such as resource rooms, where they can receive personalised instruction with fewer distractions and peer pressure (Gest et al., [<reflink idref="bib14" id="ref7">14</reflink>]; Pijl et al., [<reflink idref="bib36" id="ref8">36</reflink>]; Rose et al., [<reflink idref="bib39" id="ref9">39</reflink>]). In a study by Norwich and Kelly ([<reflink idref="bib33" id="ref10">33</reflink>]), students indicated a preference for resource rooms due to the supportive environment they provide, including focused instruction and reduced exposure to bullying. In some studies, students indicated a preference for the resource room due to its perceived academic benefits (Hong et al., [<reflink idref="bib17" id="ref11">17</reflink>]; Öpengin, [<reflink idref="bib34" id="ref12">34</reflink>]; Shaw, [<reflink idref="bib41" id="ref13">41</reflink>]; van der Meulen et al., [<reflink idref="bib43" id="ref14">43</reflink>]). In contrast, other studies have underscored the desire of some students to remain in a general education classroom, where they can interact with their peers and feel integrated into the wider school community (Frederickson et al., [<reflink idref="bib13" id="ref15">13</reflink>]).</p> <p>It is important to note studies investigating student perspectives on resource rooms are limited. Moreover, the majority of these studies were conducted prior to 2010. This may be attributed to the prevailing preference for in‐class support practices over the removal of students from the general classroom. Nevertheless, resource room programs continue to be implemented during the transition to inclusive education (Al‐Zoubi et al., [<reflink idref="bib3" id="ref16">3</reflink>]; Liew & Loh, [<reflink idref="bib25" id="ref17">25</reflink>]; Vlachou et al., [<reflink idref="bib45" id="ref18">45</reflink>]; Xie et al., [<reflink idref="bib47" id="ref19">47</reflink>]).</p> <hd id="AN0183858546-5">Resource room services in Türkiye</hd> <p>In Türkiye, resource rooms have been incorporated into special education legislation for over 20 years. The 2000 Special Education Services Regulation introduced provisions regarding resource rooms, and the 2006 Special Education Services Regulation specified detailed implementation principles. In the 2018 Special Education Services Regulation, resource rooms were defined as environments organised to provide support education services to students who are fully included in mainstream education (MoNE, [<reflink idref="bib30" id="ref20">30</reflink>]). Additionally, a decree published in 2015 made it mandatory for schools to establish resource rooms for students with special needs (MoNE, [<reflink idref="bib29" id="ref21">29</reflink>]). Since the publication of this decree, there has been an increase in research on resource rooms in Türkiye.</p> <p>Studies on the functioning of resource rooms have highlighted various challenges. Some studies have indicated that teachers working in resource rooms may lack sufficient knowledge about their roles and should receive training on this matter (Çağlar, [<reflink idref="bib6" id="ref22">6</reflink>]; Nar & Tortop, [<reflink idref="bib32" id="ref23">32</reflink>]; Öpengin, [<reflink idref="bib34" id="ref24">34</reflink>]: Yılmaz & Yılmaz, [<reflink idref="bib51" id="ref25">51</reflink>]). Other studies have reported that the physical environments, materials and technological equipment in resource rooms are inadequate (Güven, [<reflink idref="bib16" id="ref26">16</reflink>]; Yazıcıoğlu, [<reflink idref="bib49" id="ref27">49</reflink>]; Yazçayır & Gürgür, [<reflink idref="bib48" id="ref28">48</reflink>]; Yıldız & Atamtürk, [<reflink idref="bib50" id="ref29">50</reflink>]).</p> <p>While the education of students with special needs in Türkiye has significantly advanced in recent years, research focusing on these students' perceptions of their educational environments is notably scarce. It is worth noting that a limited study was found in Türkiye that specifically investigated students' perspectives on resource rooms. In Kizir's ([<reflink idref="bib20" id="ref30">20</reflink>]) study, students with special needs expressed satisfaction with the resource room program and reported increased academic achievement. On the other hand, Öpengin ([<reflink idref="bib34" id="ref31">34</reflink>]) focused on the support education room in her study. Gifted students who participated in the support education program stated that they found the program useful and expressed high satisfaction with the room. Highlighting this gap is essential for understanding students' engagement and motivation in education.</p> <p>According to the latest official education statistics published by the Ministry of National Education (MoNE), 75.59% (357,319 students) of students with special needs enrolled in educational settings are currently receiving education in inclusive environments (MoNE, [<reflink idref="bib31" id="ref32">31</reflink>]). As the number of students in inclusive education continues to rise each year, the number of students benefiting from resource room services also increases. It is important to determine students' views on resource room services to provide insights to educators for the development and improvement of this support service (Davies & Watson, [<reflink idref="bib11" id="ref33">11</reflink>]; Messiou, [<reflink idref="bib27" id="ref34">27</reflink>]). By considering students' perspectives, educators can better address their needs and enhance the effectiveness of resource room programs in Türkiye.</p> <hd id="AN0183858546-6">The purpose of the study</hd> <p>The purpose of this study is to explore the perspectives of students with special needs who are enrolled in resource room programs and their educational environments. By examining their opinions and experiences, the study aims to determine if the resource room service aligns with their needs and how it impacts their participation and inclusion process. Involving students in this process and allowing them to express their preferences and opinions can foster a sense of responsibility and enhance individual motivation (Miller & Fritz, [<reflink idref="bib28" id="ref35">28</reflink>]). This study aims to contribute to a deeper understanding of the educational experiences of students with special needs by analysing their perceptions of educational environments. Specifically, it will explore how special education practices in Türkiye impact these students' learning experiences. To achieve this objective, the study addresses the following research questions:</p> <p></p> <ulist> <item> What subjects are typically covered in the resource room?</item> <p></p> <item> What are students' preferences regarding their educational environments?</item> <p></p> <item> How do students feel about studying in the resource room?</item> <p></p> <item> Where do students believe they learn best?</item> </ulist> <p>By addressing these research questions, the study aims to provide valuable insights into the experiences and perceptions of students with special needs in resource room programs, shedding light on the effectiveness of these programs and informing potential improvements in the educational support provided to students.</p> <hd id="AN0183858546-7">METHOD</hd> <p>This research follows a qualitative descriptive study design, employing a questionnaire that includes both closed‐ended and open‐ended questions to collect data. Qualitative descriptive studies aim to provide a comprehensive summary of a specific topic by exploring the experiences of individuals or groups in everyday terms (Lambert & Lambert, [<reflink idref="bib23" id="ref36">23</reflink>]). A qualitative descriptive design can be considered most appropriate when the research problem is subjective in nature and when the goal is to understand the experiences of participants. This design allows for an in‐depth exploration of the research topic and provides a rich description of participants' perspectives, opinions and experiences (Doyle et al., [<reflink idref="bib12" id="ref37">12</reflink>]).</p> <hd id="AN0183858546-8">Participants</hd> <p>The study included a total of 113 students with special needs, aged between 7 and 13, who were enrolled in resource room programs during the 2021–2022 academic year in Trabzon province. These students were selected based on parental consent to participate in the study. The questionnaire administered to the participants collected information on their demographic characteristics and their views on the educational environment. In selecting the schools for the study, criteria such as being located in different socio‐economic regions and having a resource room were considered. The selection of different regions was based on the Socio‐Economic Development Survey Report of the Districts published by the Ministry of Industry and Technology (Acar et al., [<reflink idref="bib1" id="ref38">1</reflink>]). Survey data were collected from nine different schools, with four located in socioeconomically advantaged areas and the remaining five in less affluent, underprivileged regions. Prior to commencing the study, the necessary ethical approvals were obtained from both the university ethics committee and the provincial directorate of national education.</p> <p>The participants were selected using a purposive sampling method, with the following criteria: (a) attending primary school through inclusive education, (b) voluntary participation in the study and (c) possessing literacy skills. The participants represented various grade levels ranging from 1 to 8. Among the participants, 69% (<emph>n</emph> = 78) were male, while 31% (<emph>n</emph> = 35) were female. Regarding the distribution of participants benefiting from the resource room program based on disability types, it was observed that 44% (<emph>n</emph> = 50) had mild intellectual disabilities, 29% (<emph>n</emph> = 33) had ADHD and 27% (<emph>n</emph> = 30) had specific learning disabilities.</p> <hd id="AN0183858546-9">Data collection</hd> <p>The data for the study were collected using a questionnaire specifically designed to identify the experiences of students in inclusive education regarding their resource room programs. The questionnaire included both closed‐ended and open‐ended questions. The closed‐ended questions gathered personal information and assessed students' opinions and preferences, allowing for standardised responses and quantitative analysis. Meanwhile, the open‐ended questions provided deeper insights into the reasons behind the students' choices of educational environments and any changes in these reasons over time, offering rich qualitative data. By combining both question types, the study aimed to capture a comprehensive understanding of the students' perspectives and experiences. The closed‐ended questions facilitated quantitative analysis, while the open‐ended questions allowed students to express their thoughts in their own words, highlighting the more nuanced aspects of their experiences.</p> <p>To ensure the questionnaire's validity, the development process followed a systematic approach. First, a review of the relevant literature was conducted, and draft questions were prepared. To assess content validity, the questionnaire was aligned with the characteristics of the students and the study's objectives. Two faculty members (one from the Department of Special Education and another from the Department of Elementary Education) reviewed the draft and provided expert feedback, which was incorporated into the final version of the questionnaire. A pilot study was conducted with six students with special needs to test the questionnaire and refine it based on the feedback received. The finalised questionnaire, consisting of nine questions, was then administered individually to participants in March and April 2022, after obtaining parental permission. Data collection took place in the school guidance service, providing a comfortable environment for students to express their opinions. Before starting the questionnaire, students were asked warm‐up questions such as: 'What grade are you in?', 'What is the name of your class teacher?' and 'What do you like to do with your friends in your free time?' Once these introductory questions had been addressed, the survey commenced.</p> <p>Frequency analysis was used to analyse the survey data, helping to measure the distribution of students' responses. Results were presented using percentage distributions and bar charts, offering a clear visual representation of the data (Creswell, [<reflink idref="bib10" id="ref39">10</reflink>]). This analysis provided foundational insights for further investigation into the students' experiences with resource room programs.</p> <hd id="AN0183858546-10">RESULTS</hd> <p>In this section, an analysis was conducted on the frequency and percentage distributions of students' responses. Figure 1 illustrates the responses provided by the students in relation to the courses they selected in the resource room. Students who studied more than one lesson in the resource room chose all the lessons they studied.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/D8X/01feb25/sufl12518-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="sufl12518-fig-0001.jpg" title="1 Lessons studied in the resource room." /> </p> <p></p> <p>An examination of the data presented in Figure 1 reveals that the majority of participants, comprising 90.27% (<emph>n</emph> = 102), opted for Mathematics courses in the resource room. Turkish courses were chosen by 83.19% (<emph>n</emph> = 94) of the participants, while Science courses were selected by 26.55% (<emph>n</emph> = 30). Moreover, 20.35% (<emph>n</emph> = 23) of the participants reported studying Social Studies in the resource room, whereas a smaller proportion of 7.96% (<emph>n</emph> = 9) mentioned taking English courses. Figure 2 presents the students' responses regarding the reasons for utilising the resource room.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/D8X/01feb25/sufl12518-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="sufl12518-fig-0002.jpg" title="2 The reasons for use of the resource room." /> </p> <p></p> <p>Upon analysing Figure 2, it is evident that 46.01% (<emph>n</emph> = 52) of the students reported using the resource room for the purpose of learning. Additionally, 19.47% (<emph>n</emph> = 22) mentioned utilising the resource room due to difficulties in certain subjects, while 12.39% (<emph>n</emph> = 14) stated their reason as a perceived inadequacy. Furthermore, 8.86% (<emph>n</emph> = 10) of the students indicated that they went to the resource room because they found their regular lessons to be unsatisfactory. Interestingly, 13.28% (<emph>n</emph> = 15) of the participants expressed uncertainty about the reasons for their visits to the resource room. The students' sentiments regarding their experiences when utilising the resource room are detailed in Figure 3.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/D8X/01feb25/sufl12518-fig-0003.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="sufl12518-fig-0003.jpg" title="3 Feelings about the resource room." /> </p> <p></p> <p>Figure 3 illustrates the responses of students to the question 'How do you feel when you go to the resource room?' It shows that 82.30% (<emph>n</emph> = 93) of the students reported feeling good, happy or positive when visiting the resource room. In contrast, 4.42% (<emph>n</emph> = 5) expressed feelings of sadness or negativity. Additionally, 3.54% (<emph>n</emph> = 4) of the students stated that they did not want to go to the resource room. Interestingly, 9.73% (<emph>n</emph> = 11) of the participants responded with 'nothing' when asked about their emotional experiences in the resource room. Moreover, Figure 4 provides insights into the students' perspectives on the learning environments in which they feel they learn better.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/D8X/01feb25/sufl12518-fig-0004.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="sufl12518-fig-0004.jpg" title="4 The better learning environment." /> </p> <p></p> <p>Figure 4 displays the responses of students to the question 'Where do you learn better?' It reveals that 63.72% (<emph>n</emph> = 72) of the students reported learning better in the support education room. Additionally, 19.47% (<emph>n</emph> = 22) of the students indicated that they learn better in both the resource room and their own classroom. On the other hand, 16.81% (<emph>n</emph> = 19) of the students expressed a preference for learning in their own classroom. Figure 5 provides insights into the students' preferences for different educational environments.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/D8X/01feb25/sufl12518-fig-0005.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="sufl12518-fig-0005.jpg" title="5 Preferences for educational environments." /> </p> <p></p> <p>Upon analysing the responses depicted in Figure 5, it is evident that when asked about their preferences for educational environments, 69.03% (<emph>n</emph> = 78) of the students expressed a preference for the resource room in certain lessons. In contrast, 28.32% (<emph>n</emph> = 32) of the students indicated a preference for being in their own classroom for all lessons. A small proportion of participants, 2.65% (<emph>n</emph> = 3), stated that they had no particular preference.</p> <hd id="AN0183858546-16">DISCUSSION</hd> <p>The opinions and preferences of students with special needs are crucial factors that shape their overall school experiences, motivation and the overall school climate. Research by Miller and Fritz ([<reflink idref="bib28" id="ref40">28</reflink>]) highlights the significance of considering students' perspectives in order to create a positive and inclusive educational environment. Additionally, the classroom practices of teachers can significantly influence how students perceive their learning experiences (Klingner & Vaughn, [<reflink idref="bib21" id="ref41">21</reflink>]).</p> <p>In the present study, the focus was on exploring the opinions and preferences of students with special needs regarding the resource room. By understanding the perspectives of these students, educators and policymakers can gain valuable insights into how to optimise the resource room experience and enhance the support provided to students. By considering the voices of students with special needs, educators can create a more inclusive and student‐centred learning environment that meets the unique needs and preferences of each individual. Acknowledging the significance of students with special needs opinions fosters a sense of ownership, engagement and motivation, which contributes to a positive school climate. This, in turn, ensures that students feel valued, empowered and supported throughout their educational journey.</p> <hd id="AN0183858546-17">Lessons are studied in the resource room</hd> <p>The research findings indicate that the resource room primarily focuses on providing support in Mathematics and Turkish lessons for students with special needs. These subjects hold significant importance as they form the foundation for acquiring basic literacy and numeracy skills. Difficulties in these core subjects can potentially hinder students' progress in other areas of learning. In Yılmaz and Yılmaz's ([<reflink idref="bib51" id="ref42">51</reflink>]) study, resource room teachers stated that they most frequently studied with their students in Turkish and Mathematics lessons. Similar sentiments were expressed by the participants in Ledesma's ([<reflink idref="bib24" id="ref43">24</reflink>]) study, where students showed a strong interest in reading, writing, mathematics and science. Similarly, Kizir ([<reflink idref="bib20" id="ref44">20</reflink>]) emphasises that students use resource rooms to engage in problem‐solving tasks and various educational activities, which facilitates targeted academic support and skill development.</p> <p>By addressing the challenges faced by students in Mathematics and Turkish through targeted interventions in the resource room, educators can help students overcome these difficulties. Such interventions can play a vital role in enabling students to succeed not only in their academic pursuits but also in developing essential skills for their future as independent and accomplished individuals (Cannella‐Malone et al., [<reflink idref="bib7" id="ref45">7</reflink>]; Courtade et al., [<reflink idref="bib9" id="ref46">9</reflink>]).</p> <p>These findings highlight the importance of designing specific intervention programs within resource rooms that cater to the individual needs of students, particularly in the areas of Turkish and Mathematics. By tailoring the support provided in these subjects, educators can effectively address the challenges faced by students and enhance their learning outcomes. Additionally, creating a supportive and conducive learning environment within the resource room can further facilitate students' academic progress and overall development.</p> <hd id="AN0183858546-18">The reasons for use of the resource room</hd> <p>Students with special needs who participated in the study frequently mentioned that they attended the resource room to receive support because they experienced difficulties in certain lessons. This finding aligns with the results of Shaw's ([<reflink idref="bib41" id="ref47">41</reflink>]) study, where students with special needs also stated that they needed extra help and support in their answers. Difficulties in certain lessons can arise from various factors, including the complexity of the subjects, mismatched teaching methods, the student's specific disability or difficulties in comprehending the material (Vlachou et al., [<reflink idref="bib45" id="ref48">45</reflink>]). Additionally, students who felt they learned more effectively in the resource room valued the supportive climate and the interactive nature of the setting, contrasting with the more traditional and academically rigorous atmosphere of the regular classroom (Barton, [<reflink idref="bib5" id="ref49">5</reflink>]). Furthermore, students may require additional time or a different learning environment to grasp new concepts. In this regard, a resource room can offer students appropriate learning environments that include extra lessons, specialised learning materials and access to resources.</p> <hd id="AN0183858546-19">Feelings about the resource room</hd> <p>The research findings indicate that the majority of students with special needs are happy to attend the resource room. However, there can be varying feelings and experiences among these students in relation to learning in this environment. Some students express negative sentiments, such as a desire to spend more time in general education classes or feelings of regret for being segregated, as observed in Reid and Button's ([<reflink idref="bib38" id="ref50">38</reflink>]) study. Similarly, Whinnery et al. ([<reflink idref="bib46" id="ref51">46</reflink>]) reported that some students felt punished for missing activities in regular classes. On the other hand, several studies highlight positive feelings among students who receive additional help in the resource room, engage in enjoyable activities, and find it easier to complete tasks in a quieter environment (Norwich & Kelly, [<reflink idref="bib33" id="ref52">33</reflink>]; Padeliadu & Zigmond, [<reflink idref="bib35" id="ref53">35</reflink>]; Rose et al., [<reflink idref="bib39" id="ref54">39</reflink>]; Vaughn & Klingner, [<reflink idref="bib44" id="ref55">44</reflink>]). For instance, Ledesma ([<reflink idref="bib24" id="ref56">24</reflink>]) found that a student felt good while studying in the resource room due to the assistance received, while Barton ([<reflink idref="bib5" id="ref57">5</reflink>]) noted that three children expressed happiness about learning better in this different setting.</p> <p>Additionally, students often express a preference for resource room settings because of perceived benefits such as easier work, a better understanding of material, and increased individualised support from teachers (Vlachou et al., [<reflink idref="bib45" id="ref58">45</reflink>]). Many students reported enjoying the resource room environment, which they found less noisy and more interactive, leading to a preference for pull‐out services over in‐class support (Vlachou et al., [<reflink idref="bib45" id="ref59">45</reflink>]). However, while students in resource rooms may feel more supported academically, research indicates no significant difference in academic performance between those in resource rooms and those in co‐taught general education classrooms (Barton, [<reflink idref="bib5" id="ref60">5</reflink>]). Furthermore, students receiving pull‐out services were found to be less popular among peers, suggesting that although they may appreciate the academic support, there could be social implications to their feelings about being removed from the classroom (Rose et al., [<reflink idref="bib39" id="ref61">39</reflink>]).</p> <p>Based on the research findings, it is evident that while students generally hold positive feelings towards the resource room, they may also face certain social and emotional challenges. To address this, it is essential to create a more balanced approach to resource room practices that supports both academic and social development. One recommendation is to structure individualised support in the resource room in a way that allows for more integration with general education classrooms, reducing the risk of students feeling segregated. Furthermore, adjusting the time spent in the resource room and ensuring that students have regular opportunities to participate in social interactions in the general education setting can contribute to both their academic and social growth (Pijl et al., [<reflink idref="bib36" id="ref62">36</reflink>]). The goal should not only be to enhance academic achievement but also to improve social acceptance and peer relationships. Strengthening collaboration between general education and special education teachers would further ensure that students receive consistent support in both environments. In this way, the benefits of the resource room can be maintained while minimising the potential risk of students feeling excluded from their social environment.</p> <hd id="AN0183858546-20">Educational environment preferences of students with special needs</hd> <p>In this study, it was found that the majority of students expressed a preference for attending the resource room for some lessons. However, when reviewing the literature, different research findings are evident regarding the preferences of students with special needs. Some studies indicate that students prefer to learn alongside their peers in general education classes (Albinger, [<reflink idref="bib2" id="ref63">2</reflink>]; Pugach & Wesson, [<reflink idref="bib37" id="ref64">37</reflink>]), while others show a preference for the resource room (Ledesma, [<reflink idref="bib24" id="ref65">24</reflink>]; Vlachou et al., [<reflink idref="bib45" id="ref66">45</reflink>]). For example, Gibb et al. ([<reflink idref="bib15" id="ref67">15</reflink>]) found that students prefer general education classes when they receive support in the classroom. Pugach and Wesson ([<reflink idref="bib37" id="ref68">37</reflink>]) suggested that students who prefer general education should be assisted by a special education teacher within the general education classroom. In Chmiliar's ([<reflink idref="bib8" id="ref69">8</reflink>]) study, students with learning disabilities expressed a liking for being in general education classes because they could make friends. On the other hand, Vlachou et al. ([<reflink idref="bib45" id="ref70">45</reflink>]) reported that 53.7% of students with learning disabilities preferred the resource room, while 38.9% preferred the general education classroom. Ledesma ([<reflink idref="bib24" id="ref71">24</reflink>]) found that 56% of respondents preferred pull‐out services over push‐in primarily for the opportunity to engage in 'fun stuff' and learn more. Shaw ([<reflink idref="bib41" id="ref72">41</reflink>]) highlighted potential challenges faced by students with special needs in general education classrooms, such as the pace of teaching, difficulty in certain subjects, increased workload, lack of adaptation, lack of individualisation, classroom noise, large class sizes and limited support. Some research results suggest that students' preferences for their educational environment do not significantly differ (Whinnery et al., [<reflink idref="bib46" id="ref73">46</reflink>]). Lovitt et al. ([<reflink idref="bib26" id="ref74">26</reflink>]) reported that 130 students preferred general education classes, 110 students preferred special education classes and 29 students expressed a preference for both. In Klingner et al.'s ([<reflink idref="bib22" id="ref75">22</reflink>]) study, 10 students preferred the general education classroom, while six students expressed a preference for both settings. Vaughn and Klingner ([<reflink idref="bib44" id="ref76">44</reflink>]) argued that providing students with different service opportunities has numerous advantages.</p> <p>Based on the findings of this study, it is suggested that the resource room practice for students with special needs should be planned and implemented more systematically, taking into account the individual differences among students. Additionally, providing practical training on individualised instruction to teachers working in resource rooms would enhance the quality of instruction. This study makes a significant contribution to the existing literature in a number of ways, primarily by offering valuable insights into the perspectives and experiences of students with special needs regarding their educational environments. By emphasising the specific needs of these students, the study uncovers data that can inform the creation of more inclusive and supportive educational practices. This investigation of student feedback helps to address the significant gaps in the limited existing research and provides evidence‐based recommendations for enhancing educational policies and practices. It enhances the comprehension of special education in Türkiye and indicates potential avenues for positive transformation.</p> <hd id="AN0183858546-21">LIMITATIONS AND SUGGESTIONS FOR FUTURE RESEARCH</hd> <p>The current research has certain limitations, including the sample size, the specific location (Trabzon province in Türkiye) and the use of a questionnaire as the data collection tool. Future studies can address these limitations and provide more comprehensive insights into students with special educational needs. Future studies can include a larger and more diverse sample of students with special needs. This would allow for a more comprehensive analysis of variables such as gender, grade levels and different types of disabilities (e.g., visual and hearing impairments).</p> <p>While the questionnaire used in this study provided valuable insights, future research can employ a variety of data collection tools such as interviews, observations and standardised assessments. These methods can offer more detailed and nuanced information about students' experiences and preferences in the resource room. In addition to focusing on students, future studies can also explore the perspectives of parents, teachers and students in general education classes. Examining multiple perspectives will provide a more comprehensive understanding of inclusive education practices and their impact on students' experiences and outcomes.</p> <p>Experimental studies can be conducted to investigate the effectiveness of inclusion practices for students with special needs. Furthermore, researchers can develop scales or assessment tools to accurately determine the specific needs and challenges of children with special needs in inclusive education settings. Future research can compare the effects of different support mechanisms, such as resource rooms and in‐class assistance, on students' academic achievement and overall learning outcomes. This comparison can help inform the development and improvement of inclusive education practices.</p> <hd id="AN0183858546-22">IMPLICATIONS FOR PRACTICE</hd> <p>Based on the findings of the study, it is indeed crucial to consider the opinions and preferences of students with special needs in the educational process. Their active participation and engagement can significantly contribute to their success and overall well‐being.</p> <p>It is important to assess the specific needs of students, particularly in subjects like Mathematics and Turkish. This can involve reviewing the curriculum, teaching materials and instructional approaches to ensure they are tailored to the individual needs of students with special needs. The resource room and other educational settings should provide a supportive and inclusive learning environment. This may involve ensuring access to appropriate learning materials, assistive technologies and individualised support from teachers or learning support specialists.</p> <p>Based on the students' preferences and needs, it is important to develop targeted intervention programs for subjects like Mathematics and Turkish. These programs should address the specific challenges faced by students with special needs and provide additional support, resources and strategies to enhance their learning outcomes. School administrators, teachers, families and relevant institutions should actively collaborate and communicate to ensure that the educational process is aligned with the preferences and suggestions of students with special needs. Regular meetings and open channels of communication can help in addressing their needs effectively.</p> <p>Teachers and other education professionals should receive appropriate training and professional development opportunities to enhance their understanding of inclusive education and the specific needs of students with special needs. This will enable them to provide better support and implement effective teaching strategies in the resource room and general education classrooms.</p> <p>By considering the preferences and suggestions of students with special needs, educational stakeholders can create an inclusive and empowering learning environment that promotes their active participation, engagement and success.</p> <hd id="AN0183858546-23">CONCLUSION</hd> <p>In conclusion, this study highlights the importance of considering students' perspectives, especially those with special needs, to inform decision‐making and improve classroom practices. The findings indicate that students require support in academic areas, particularly in Mathematics and Turkish. Additionally, students expressed positive feelings towards studying in the resource room and showed a preference for studying academic subjects in that setting. Therefore, it is crucial to provide flexible opportunities that align with students' preferences, whether it be resource room or general education classes, to develop effective programs for students with special needs. By incorporating students' perspectives and preferences, educational stakeholders can create an inclusive and supportive learning environment that meets the specific needs of students with special needs.</p> <hd id="AN0183858546-24">CONFLICT OF INTEREST STATEMENT</hd> <p>The authors declare no conflicts of interest.</p> <hd id="AN0183858546-25">DATA AVAILABILITY STATEMENT</hd> <p>Data supporting the findings of this study are available from the corresponding author upon request. Due to confidentiality concerns, the data are not publicly available as they contain information that may compromise the confidentiality of research participants.</p> <hd id="AN0183858546-26">ETHICS STATEMENT</hd> <p>Trabzon University Social and Human Sciences Scientific Research and Publication Ethics Committee approved this study before the participants were reached.</p> <ref id="AN0183858546-27"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref38" type="bt">1</bibl> <bibtext> This article is an extended version of a paper presented at the EDUCongress2024, hosted by Dicle University in Diyarbakır, from September 18 to 21, 2024.</bibtext> </blist> </ref> <ref id="AN0183858546-28"> <title> REFERENCES </title> <blist> <bibtext> Acar, S., Şahin Cinoğlu, D., Karagöz, T., Kayğısız, G., Meydan, M.C. & Işık, M. (2022) İlçelerin sosyo‐ekonomik gelişmişlik sıralaması araştırması (SEGE‐2022) [Research on the socio‐economic development ranking of districts SEGE‐2022]. 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: What Do Students with Special Needs Think about Their Educational Environment in Türkiye?
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ebru+Ünay%22">Ebru Ünay</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6298-9438">0000-0002-6298-9438</externalLink>)<br /><searchLink fieldCode="AR" term="%22Raziye+Erdem%22">Raziye Erdem</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7631-1575">0000-0001-7631-1575</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Support+for+Learning%22"><i>Support for Learning</i></searchLink>. 2025 40(1):76-87.
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  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  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="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Room+Programs%22">Resource Room Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Support+Services%22">Academic Support Services</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/1467-9604.12518
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0268-2141<br />1467-9604
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aimed to explore the opinions and preferences of students with special needs who receive resource room services. The participants included 113 students aged between 7 and 13 years, and data were collected through a questionnaire that focused on the students' experiences in the resource room. The findings indicate that students require support in academic areas, particularly in Mathematics and Turkish. Additionally, students expressed positive feelings towards studying in the resource room and showed a preference for studying academic subjects in that setting. Overall, this study provides insights into the perspectives of students with special needs who benefit from resource room services. It is crucial to provide flexible opportunities that align with students' preferences, whether it be resource room or general education classes, to develop effective programs for students with special needs. By incorporating students' perspectives and preferences, educational stakeholders can create an inclusive and supportive learning environment that meets the specific needs of students with special needs. The findings contribute to the existing body of knowledge in the field and can inform educational policies and practices aimed at supporting students with special needs.
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1461453
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1461453
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  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/1467-9604.12518
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 76
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Resource Room Programs
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Academic Support Services
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: What Do Students with Special Needs Think about Their Educational Environment in Türkiye?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ebru Ünay
      – PersonEntity:
          Name:
            NameFull: Raziye Erdem
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          Dates:
            – D: 01
              M: 02
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0268-2141
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              Value: 1467-9604
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              Value: 40
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              Value: 1
          Titles:
            – TitleFull: Support for Learning
              Type: main
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