Accessibility to special education services in the context of multiple disadvantages

Abstract

The purpose of this study is to examine the accessibility of special education services for individuals with multiple disadvantages based on the experiences and perspectives of parents and caregivers. This study was designed using a qualitative research method and phenomenology design. Semi-structured interviews were conducted with nine caregivers selected through purposive sampling. Following the interviews, the researcher kept a researcher's diary to reflect observations, emotional responses, and conceptual evaluations related to the process; this diary was used as a complementary qualitative data source in the interpretation of the data. The data obtained were analyzed using thematic analysis. The results of this study revealed that individuals with multiple disadvantages and special needs face serious structural, social, and systemic barriers in accessing special education services. Participants' experiences revealed that they encountered barriers to accessing special education services in many areas, including lack of guidance and counseling, obstacles in the diagnosis and placement process, lack of transportation services, economic inadequacies, and negative attitudes of institution administrators. Parents and caregivers were found to have deep concerns about their children's continued education, acquisition of independent living skills, and future care security. A significant aspect of these concerns is the delayed access to early childhood special education services, particularly due to the lack of appropriate guidance and counseling support during the early childhood period. The study concludes with recommendations for practices, further research, and policies aimed at ensuring full and equal access to special education services for individuals with multiple disadvantages and special needs.The purpose of this study is to examine the accessibility of special education services for individuals with multiple disadvantages based on the experiences and perspectives of parents and caregivers. This study was designed using a qualitative research method and phenomenology design. Semi-structured interviews were conducted with nine caregivers selected through purposive sampling. Following the interviews, the researcher kept a researcher's diary to reflect observations, emotional responses, and conceptual evaluations related to the process; this diary was used as a complementary qualitative data source in the interpretation of the data. The data obtained were analyzed using thematic analysis. The results of this study revealed that individuals with multiple disadvantages and special needs face serious structural, social, and systemic barriers in accessing special education services. Participants' experiences revealed that they encountered barriers to accessing special education services in many areas, including lack of guidance and counseling, obstacles in the diagnosis and placement process, lack of transportation services, economic inadequacies, and negative attitudes of institution administrators. Parents and caregivers were found to have deep concerns about their children's continued education, acquisition of independent living skills, and future care security. A significant aspect of these concerns is the delayed access to early childhood special education services, particularly due to the lack of appropriate guidance and counseling support during the early childhood period. The study concludes with recommendations for practices, further research, and policies aimed at ensuring full and equal access to special education services for individuals with multiple disadvantages and special needs