Determination of in-Service Training Needs of Teachers With Intellectual Disabilities

Increasing the quality in the institutions requires setting the competencies of the workers high and making them adapted to the changes in time. In-service trainings are one option to realize this purpose. The literature provided evidence that in-service training should be based on aims to improve the personnel. Therefore, identification of the needs of teachers for students with intellectual disabilities is important to provide necessary support for them. In this study, voluntarily participated 51 teachers to identify the needs of the teachers and the data was collected via use of a interview questionaire developed according to qualitative reserach principles. The findings were analyzed to determine the frequency of the response and the content and they showed that the priority is classroom management, behavior modification and instructional methods for teachers. The findings also were analyzed based on the graduation years and the educational settings the teachers serve in.