Abstract:

This study aims to determine the opinions of teachers and guardians about the roles of school managers in providing the right to education to children with special needs. The target universe of research, designed according to the distinctive order design of the karma method patterns, was formed by 12318 teachers working in public primary schools and private educational schools (I. degree) in the Education-Teaching year 2016-2017. In the sample method set by layer sample, 490 teachers are included. The study’s work group contains 12 guardians who live in Ankara and study children with special needs in the coaching classes, in private educational classes and in private educational schools. In the quantitative phase of the research, the "Role Measurement Tool of School Managers in Providing the Right to Education to Special Needs" developed by the researcher was implemented. Quantitative data were analyzed according to the arithmetic average and standard deviation values of participants’ opinions. In the analysis of the quality data, the conversations with the guardians are subject to content analysis. According to the results of the research, in terms of teachers and tutors' opinions, school managers have a basic level of knowledge towards the conceptual framework of special education/resource education. School managers are also dominant in the private education legislation, but they remain insufficient in the implementation of the legislation, and in this context, especially the guardians experience problems. With regard to the results regarding the skills in the field of management of special training/resource training, the teacher’s degree of support for the special training/resource training program compared to the organization size, the school managers are considered more adequate in the field of management skills. However, in the study, the school directors showed their views with a number of managerial skills in supporting special-need students and conducting their educational programs. However, the views of the guardians who are in the child’s private education school and the guardians who are in the child’s coaching classes and in the private education classes are different.