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Journals / Eğitim Yönetimi ve Politikaları Dergisi / 2026 / Cilt: 7 Sayı: 1

MULTIPLE DISABILITIES IN THE SPECIAL EDUCATION SERVICES REGULATION: AN ANALYSIS FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION

ÖZEL EĞİTİM HİZMETLERİ YÖNETMELİĞİNDE ÇOKLU YETERSİZLİK: KAPSAYICI EĞİTİM PERSPEKTİFİNDEN BİR İNCELEME

Hülya Torun Yeterge(ADIYAMAN UNIVERSITY)0000-0002-0042-4386
Pages
61–73
Publication Date
2026-06-29
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings indicate that provisions related to multiple disabilities remain limited and general, with insufficient guidance for practice, highlighting a gap between policy and implementation.

📌 3 Key Takeaways

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Objective & Hypothesis:Special education focuses on the individualization of educational processes in line with individuals’ diverse developmental characteristics and needs.
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Key Findings & Data:This field requires more comprehensive and holistic arrangements, particularly for individuals with multiple disabilities, a group characterized by complex and intensive support needs.
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Conclusion & Impact:Findings indicate that provisions related to multiple disabilities remain limited and general, with insufficient guidance for practice, highlighting a gap between policy and implementation.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Çoklu yetersizlik · Özel eğitim · Yönetmelik

Abstract

Special education focuses on the individualization of educational processes in line with individuals’ diverse developmental characteristics and needs. This field requires more comprehensive and holistic arrangements, particularly for individuals with multiple disabilities, a group characterized by complex and intensive support needs. Multiple disabilities refer to the co-occurrence of more than one disability, affecting learning, communication, mobility, and adaptive skills in multidimensional ways. Therefore, the education of these individuals extends beyond classroom instruction and requires multi-layered arrangements such as physical accessibility, support services, interdisciplinary collaboration, and individualized education programs. Although inclusive education policies aim to ensure equal access to education for all individuals, it remains unclear how individuals with multiple disabilities are positioned and supported within these policies. This study aims to examine the Special Education Services Regulation from the perspective of multiple disabilities within the context of inclusive education. The study was conducted using a qualitative research approach and document analysis, with the current version of the regulation as the data source. The data were analyzed through thematic analysis, focusing on definition, positioning, accessibility, support services, and individualization processes. Findings indicate that provisions related to multiple disabilities remain limited and general, with insufficient guidance for practice, highlighting a gap between policy and implementation.

Özet

Özel eğitim, bireylerin farklı gelişimsel özellikleri ve gereksinimleri doğrultusunda eğitim süreçlerinin bireyselleştirilmesini amaçlayan bir alandır. Bu alan, özellikle karmaşık bir özel gereksinim grubu olan çoklu yetersizliği olan bireyler için daha kapsamlı ve bütüncül düzenlemeler gerektirmektedir. Çoklu yetersizlik, birden fazla yetersizliğin bir arada bulunması sonucu ortaya çıkan ve bireyin öğrenme, iletişim, hareket ve uyum becerilerini çok boyutlu biçimde etkileyen bir durumdur. Bu nedenle bu bireylerin eğitimi yalnızca sınıf içi öğretimle sınırlı kalmayıp, fiziksel erişilebilirlik, destek hizmetler, disiplinler arası iş birliği ve bireyselleştirilmiş eğitim planları gibi çok katmanlı düzenlemeleri gerekli kılmaktadır. Kapsayıcı eğitim politikaları tüm bireylerin eğitim hakkını güvence altına almayı amaçlasa da, çoklu yetersizliği olan bireylerin bu politikalar içindeki konumu ve desteklenme düzeyi yeterince açık değildir. Bu çalışmanın amacı, Özel Eğitim Hizmetleri Yönetmeliği’ni çoklu yetersizlik perspektifinden kapsayıcı eğitim bağlamında incelemektir. Araştırma, nitel araştırma yaklaşımı kapsamında doküman analizi ile yürütülmüş ve veri kaynağını yönetmeliğin güncel metni oluşturmuştur. Veriler tematik analiz yoluyla çoklu yetersizlik tanımı, kapsayıcı eğitimde konumlandırma, erişilebilirlik, destek hizmetler ve bireyselleştirme süreçleri temalarında incelenmiştir. Bulgular, yönetmelikte çoklu yetersizliğe ilişkin düzenlemelerin sınırlı ve genel nitelikte kaldığını ve uygulamaya dönük yönlendirmelerin yetersiz olduğunu göstermektedir. Bu çalışma, politika ile uygulama arasındaki boşluğu ortaya koyarak kapsayıcı ve bütüncül eğitim süreçlerine katkı sunmayı amaçlamaktadır.

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Cite This Article

Yeterge, H. T. (2026). MULTIPLE DISABILITIES IN THE SPECIAL EDUCATION SERVICES REGULATION: AN ANALYSIS FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION. Eğitim Yönetimi ve Politikaları Dergisi, Cilt: 7 Sayı: 1, 61–73. https://ajindex.com/articles/1477561

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