Abstract:

The practice known as the "Resource Room" (RER) involves providing students who continue their education through inclusion/integration and gifted students with special educational needs with instruction outside regular school hours, in environments equipped with special tools and resources, tailored to their specific needs. The primary goal of the RER application is to ensure that students receive education at the level of their peers, considering their individual requirements. One of the subjects in which RER applications are carried out is the social studies class. The purpose of this research is to uncover the experiences of social studies teachers regarding Resource Room Training (RERT). This qualitative study, employing a phenomenological approach within its scope, was conducted during the 2021-2022 academic year with a total of 50 social studies teachers working in the central district of Karabük. A semi-structured interview form developed by the researchers was used as the data collection tool. The collected data were analyzed using descriptive analysis techniques. One of the most notable findings of the study is that a significant portion of teachers had not received any training related to students during their undergraduate education or throughout their professional careers. Despite facing various challenges during the training sessions and placing great emphasis on parent/teacher communication during RERT, teachers still found these training sessions beneficial. Additionally, it was determined that, despite the legal requirement for RERs in schools with students in need of special education, some schools did not have RERs, and in schools where RERs were established, they were lacking in terms of physical conditions and materials. Based on the research findings, it can be recommended that special education teachers be assigned to these training sessions in order to enhance the efficiency of RER applications. This can help mitigate many of the issues encountered within RERs.

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