Special Education Teachers’ Experiences on Assessment Activities

Abstract

The purpose of this research is to determine what kinds of processes are covered in assessment activities aimed at assessing students with special needs by special education teachers working in special education schools. Eleven special education teachers working in special education schools at different levels participated in the study. The study employed the phenomenological method, a qualitative research approach. The research data were collected through semi-structured interviews. The collected data were analyzed by content analysis. The themes obtained as a result of the analyses are as follows: “Assessment processes of special education teachers”, “The effect of the type and level of disability on the assessment activities”, “Stakeholders with whom special education teachers collaborate in the assessment process”, and “Special education teachers’ self-development goals on assessment”. The obtained findings are discussed in light of the national and international literature data, and several suggestions for practice are presented.