Abstract:

Abstract This research aims to analyze the opinions of classroom teachers on the social skills of refugee students. The qualitative method linked to case study design was used in the research. Within the scope of the research, interviews were conducted with 22 classroom teachers who have knowledge about the concept of social skills; who work in Sivas which was selected with regard to the method of convenience sampling; and who have refugee students in their classes which were selected with regard to the method of criteria sampling. Data were collected by using semi-structured interview and observation forms. Descriptive analysis method was used in the analysis of the data. As a result of the research, it was observed that refugee students have language problems, and they are shy and introvert. It was determined that communication and social skills of the students are weak; yet, they obey school and classroom rules. The number of teachers who stated that refugee students’ ability to solve the problems they face is sufficient and the number of teachers who stated that refugee students’ ability to solve the problems they face is not sufficient are very close to each other. While the teachers state that they do not do any extra exercise in the classes to increase social skills of refugee students and they do not find themselves competent as they do not have knowledge on this subject, they also suggest that students should learn Turkish before they attend school. A variety of suggestions were made in the light of the research findings.

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