Abstract:

Based on the debates addressed to shape the education system, the curriculum is required to be up-to-date and effective (dynamic) to improve efficiency and quality of education and meet the evolving needs of individuals and society. In the study conducted within this context, a comparative analysis of the Turkish language literacy (first reading-writing) curriculum and Turkish language curriculum (2019) designed for students with mild intellectual disabilities and the students with autism spectrum disorder attending the first and second stages in special education practice schools along with the Turkish language curriculum (2018) designed for primary and secondary education in general (regular) education institutions was made. In the current study, the document analysis method, a form of qualitative research, was used. Under the method used in the study, Turkish curriculums were evaluated in terms of their aims, values, competencies, being updatable, approaches to learning and teaching, and approaches to measurement and evaluation. As a result of the study, the activities covered in the Turkish language course curriculum designed for general (regular) education schools were found limited in terms of the adaptability for inclusive students. In both curriculums, it is aimed that they gain core competencies, such as following the rules for speaking and writing in Turkish, acquiring basic reading and writing skills, and improving listening, monitoring, and speaking skills. However, the content regarding the competencies covered in the curriculums was explained in the same way in both groups. It has come to light that alternative teaching events that will facilitate the learning of individuals with special needs should be included in Turkish curriculums. It is considered that Turkish curriculums which are designed by focusing on students with special needs and develop over time would be more comprehensive and effective. Therefore, we came to the conclusion that methods, techniques, and strategies that will help them develop academically and individually should be included in Turkish curriculums so that students with special needs could adapt to the educational environment.

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