Özet:

This research aims to investigate the school adjustment levels of preschool children with special needs during the Covid-19 pandemic. The study included 133 teachers (115 female and 18 male) who had preschool children with special needs in their classrooms in İstanbul. To achieve the research objectives, the teachers were administered the Demographic Information Collection Form and A Short Form of the Teacher Rating Scale of School Adjustment (TRSSA-SF) online. In this study, both correlational and descriptive models were utilized. The findings revealed that there was a positive correlation between the children's school adjustment scores and their ages, indicating that as the children's ages increased, their school adjustment levels also showed an improvement. On the other hand, a negative correlation was observed between the children's school adjustment scores and the age when they started benefiting from special education and support services. This suggests that an earlier start in receiving special education services may contribute to better school adjustment. However, the study did not find any significant difference between the children's school adjustment scores and their genders, as well as the number of special education hours they received on a weekly basis. These results imply that gender and weekly special education hours may not be significant factors affecting school adjustment levels in this particular group of children. Based on the findings, the research discussed potential suggestions for further research and applications in the field of special education.

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