Özet:

The Child Needed to Protect is a child that is determined by the specialists in the field that examines them and ultimately by the court that it needs special measures because of the boundaries established by the Child Protection Act No. 5395 (Child Protection Act [Child Protection Act], 2005: Article 3). This study is aimed at examining the problems that students encounter in the learning and teaching process by giving their rights protection decision and taking the scope of Protecting Needed Child (KMC) according to the teacher's opinions. This research is organized according to the visual scan model. In the research, the internal one state pattern of the quality research patterns has been used. The study group consisted of 18 teachers, including 8 men and 10 women who were interviewed in different classes in three different schools. The data of this research was obtained by a semi-configured interview technique with the teachers in the work group. There were also 46 hours of observation in different classes, both in the classroom and in the school garden. A semi-configured observation form has been used to obtain data through the observation path. Comparing the results of the observation with the results of the interview, validity and reliability were tried to be increased. The data obtained by interview is consistent with the findings obtained by observation. The results of the observation support the results of the conversation. In light of the obtained data, the themes, codes and subcodes were created, each of which was thoroughly examined together with the field experts. The themes that are formed are in the form of “learning and teaching”, “socialization and harmony”, “problem behaviors” and “recommendations”. The codes and subcodes are created in accordance with these topics. Students under the CMC have concluded that the protection of the law is abused. It has been determined that students within the SMC are not willing to participate in learning teaching activities, that their academic achievements are low, that they are willing to participate in social activities but that they tend to disrupt the order of social activity/game. Students within the framework of the SMC have been determined that, along with teachers and friends, other student guardians also need social acceptance. Students in the field of SMC have been found to have a negative impact on each other both in the school environment and in the home environment. They have been determined to have a tendency to show problem behavior such as aggression against their friends, non-compliance with the rules, escape from school, damage to their school items. There is a lack of communication between the schools and the students in the area where they stay.

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