Özet:

Music is an important phenomenon in the development of individuals with special needs. In addition to listening to music, individuals with special needs also experience a pleasant development process with their educational attainments. Music teachers are the people who train, develop and direct children with special needs in terms of music in schools. Therefore, it is thought that determining the approaches and perceptions of music teachers towards special education and children with special needs is important for the development of studies on special education. It is seen that metaphorical studies provide a very different perspective, especially in determining perceptions and thoughts about difficult and sensitive subjects and abstract concepts. For this reason, in this study, it is aimed to determine and analyze the perceptions of music teachers about the concept of special education and children with special needs through metaphors. The research was carried out using the phenomenology design, which is one of the qualitative research designs, in order to determine the approaches of music teachers regarding special education and children with special needs. The study group consists of 50 music teachers who agreed to participate in the research and working at various positions in Turkey in the 2020-2021 academic year. Research data were collected with the permission of Çanakkale Onsekiz Mart University Graduate Education Institute Scientific Research Ethics Committee dated 11.03.2021 and numbered 05/45. Data was collected through an online form that included the statements “Special education is like/similar to… because,…” and “Children with special needs are like/similar to… because,…”. Content analysis method was used in the analysis of the data. Control coding was made to provide validity and reliability in the study. As a result of the comparison formula, the internal consistency coefficient of the study was found as 0.92. In the study, the MAXQDA-2020 program was used to analyze the data. As a result of the analysis of the data, it was seen that music teachers have a positive perception of the concept of special education and children with special needs, and working with individuals with special needs is a factor affecting this result. In addition, the metaphors produced by music teachers for the concept of "Special Education" are grouping under 6 categories as "Special Education as the Expression of Necessity", "Special Education as the Expression of Emotion", "Special Education as the Expression of a Challenging but Positive Process", "Special Education as the Expression of Change and Development", Special Education as the Expression of Difference”and “Special Education as the Expression of Patience and Care”. These metaphors are mostly under the theme of "Special Education as an Expression of Patience and Care". It is seen that the metaphors for the concept of "Children with Special Needs" are grouped under a total of 3 themes as "Educational Factors", "Individual Factors" and "Social Factors", and the metaphors are mostly characterized under the theme of "Educational Factors".

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