Özet:

Introduction: In this study, it was aimed to reveal the distance special education interventions carried out for students with different special needs and their families in Turkey during the restriction period due to the COVID-19 pandemic through expert perspectives. When schools were closed during COVID-19, the changing lives negatively affected not only students with special needs but also their families. Method: In this study which was designed as a collective case study, a total of 15 academics constituted the direct participants of the study to report their own experiences and observations. Findings: According to the results of the study, it was observed that distance education-based interventions for students with special needs and their families were provided by official, private institutions and individuals along with the rapid transition to distance education in Turkey. The interventions were not systematic in that they could not be spread across the country. This clearly demonstrated that there were lessons to be learned from this process, such as enriching mobile applications for each disability group, and establishing family-oriented support mechanisms. Discussion: It is predicted that the results of the study may help to draw a forward-looking road map in planning special education interventions in different countries, especially in Turkey. In response to the lockdown conditions, the special education practice in Turkey has become one of the good examples in the process of transition. In the study, suggestions were presented to decision makers, schools, institutions, experts, and families.

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