Abstract:

The aim of this research is to determine the difficulties faced by Syrian students in education process based on student and teacher opinions, address the difficulties faced by teachers in the education of Syrian students during the education process and offer solutions for overcoming these difficulties. While forming the study group in the research, convenience sampling, one of the purposeful sampling methods, was used. Phenomenology design was used in the research. In the study, data were obtained through semi-structured interview forms with 35 teachers and 42 Syrian students. Data were analyzed using descriptive and content analysis. In the results obtained from the research, it was determined that Syrian students have difficulties in language and culture, adapting to the education process, encountering discriminatory behaviors, disciplinary problems and economic factors in the education process. Similarly, teachers also experience difficulties in the education of Syrian students in terms of classroom management, lack of course materials and discipline. An inclusive education approach is needed to meet basic education needs, support teachers working in existing schools, and increase financial resources in this field in schools where Syrian students are heavily enrolled.

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