Teachers' Views on Educating Children with Communication, Language and Speech disorders

This study aims to examine teachers' views about the difficulties they face in communication, language and speech education of special needs children, and whereby contribute to its quality. The study group comprised 20 class, subject and special education teachers who agreed to participate in the research. The qualitative method of a case study was utilized in this research, and the data were collected via a semi -structured interview form. In order to draw qualitative conclusions, the participants ' responses to open-ended questions were examined by experts. Research data were obtained in the fall semester of the 2019-2020 academic year. Participants' views were grouped under six main themes: Prepared Environment for Language Acquisition, Natural Interaction Environment, Importance of a Supportive Family Environment, Importance of Activity-Based Programs,Effect of Technology Use in Education and Availability of Support Services. Accordingly, the teachers' views mainly focused on providing quality support services to teachers and children. It was also stated that teachers needed education about preparing activities according to communication, language and speech disorders in children and the effective use of technology.