This study aimed to examine lecturers’ perceptions and experiences regarding their students with special needs. The research was designed within the framework of the qualitative research paradigm. The participants of this descriptive study were nine lecturers of two different universities in Turkey who had experience in teaching students with special needs. They were working in different departments/programs such as midwifery, foreign languages, and interior architecture. The students with special needs had different disabilities such as physical disability, hearing impairment, and visual impairment. Data were collected through semi-structured interviews in the fall semester of the 2021-2022 academic year. The data were analyzed via content analysis.

This study aimed to examine lecturers’ perceptions and experiences regarding their students with special needs. The research was designed within the framework of the qualitative research paradigm. The participants of this descriptive study were nine lecturers of two different universities in Turkey who had experience in teaching students with special needs. They were working in different departments/programs such as midwifery, foreign languages, and interior architecture. The students with special needs had different disabilities such as physical disability, hearing impairment, and visual impairment. Data were collected through semi-structured interviews in the fall semester of the 2021-2022 academic year. The data were analyzed via content analysis.

This study aimed to examine the experiences of contract teachers teaching students with special needs. To achieve this goal, this descriptive research was designed within the framework of the qualitative research paradigm. Semi-structured interviews were conducted with ten contract teachers. None of the participants had a bachelor's degree in special education. Besides, participants were graduates of departments such as sociology, sports management, and pre-school teaching. The students with special needs had an intellectual disability and an autism spectrum disorder. To determine the experiences of contract teachers, the data collected in the fall semester of the 2021-2022 academic year was analyzed via content analysis. Findings indicated that contract teachers were professionally inadequate. To eliminate these inadequacies, contract teachers tried to develop themselves by getting support from permanent teachers, reading books, and researching on the internet.

This study aimed to examine the experiences of contract teachers teaching students with special needs. To achieve this goal, this descriptive research was designed within the framework of the qualitative research paradigm. Semi-structured interviews were conducted with ten contract teachers. None of the participants had a bachelor's degree in special education. Besides, participants were graduates of departments such as sociology, sports management, and pre-school teaching. The students with special needs had an intellectual disability and an autism spectrum disorder. To determine the experiences of contract teachers, the data collected in the fall semester of the 2021-2022 academic year was analyzed via content analysis. Findings indicated that contract teachers were professionally inadequate. To eliminate these inadequacies, contract teachers tried to develop themselves by getting support from permanent teachers, reading books, and researching on the internet.

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