Abstract:

Essentials: Special education students are individuals with special needs. They are people who have trouble adapting to their surroundings because of their needs. The values that the individual possesses are a known fact that they are an important factor in adapting the individual to the environment. Values are a part of the individual’s personality by directing the individual’s behavior. With the family, teachers also play an important role. This research was done with an explanatory example event type of examples of the method of example events to be able to reveal the hierarchy of values of special education teachers along with the reasons. The value perceptions of special education teachers, what values they have, why they accept these values, what values they want to teach their students, and what reasons they want to teach. The study’s work group consists of 23 teachers at the Giresun Special Education High School, which is affiliated with the National Education Ministry in the Giresun Central District. The participants of the study were determined by the sample method. The findings were obtained through a form of conversation consisting of semi-structured questions. The interview form is prepared by the researcher with a literary scan on the subject and a specialist opinion. In the analysis of the data, the analysis technique has been used. The data is summarized and described under the topics "social views" and individual views. The teachers are trying to explain what values they care about. Teachers are identified and interpreted along with the reasons why they want to teach students what values. There were also direct quotes to reflect some impressive examples of the participants’ opinions. Teachers who evaluate the concept of value from an individual point of view have made explanations for the concept of value; that the behaviors that the individual concerns in life are valuable for himself, what the individual spends his time for, who it spends time for, how necessary anything is for the individual. Teachers who evaluate the concept of value from a social perspective have pointed out that the concept of value is created by society and is again learned in society, the rules that allow individuals in society to approach each other with tolerance and live together in peace. As it is clear from the explanations, the participating teachers want the students in the school to live in peace. The values that teachers pay most attention are the values of "not respect for family unity", "respect" and "righteousness" respectively, while the values of "sensitivity, aesthetics, and savings" are found that teachers don't pay any attention. Teachers have defined the values of “love”, “independence” and “righteousness” as the most important values they want to teach students of private education, but the values of “sensitivity, aesthetics, workforce, savings, justice, peace and scientificity” have not been found to be among the values to be taught to students of private education. Considering that the values of special education teachers may facilitate or make it difficult for special education students to adapt to society, the research will contribute to the field.

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