In the Turkish national education system, special education services and guidance and psychological counseling services are provided by MoNE. It is delivered by trained personnel using specialized curricula and methods, based on the characteristics of these individuals across all areas of development and their competencies in academic disciplines.
In the Turkish national education system, special education services and guidance and psychological counseling services are provided by MoNE. It is delivered by trained personnel using specialized curricula and methods, based on the characteristics of these individuals across all areas of development and their competencies in academic disciplines.
In the Turkish national education system, special education services and guidance and psychological counseling services are provided by MoNE. It is delivered by trained personnel using specialized curricula and methods, based on the characteristics of these individuals across all areas of development and their competencies in academic disciplines.
According to the Regulation on Special Education Services, special education evaluation boards established in Guidance and Research Centers (RAM) conduct educational evaluation and diagnosis of individuals. As a result of the diagnosis, education services are provided through inclusion/integration practices at all types and levels for individuals who are decided to be placed in an educational environment appropriate to their needs. Special education schools and institutions are opened for these individuals. In this context, education services are provided to individuals with visual, hearing, physical, mental disabilities, Autism Spectrum Disorder (ASD) and special talented individuals. In addition, home or hospital education services are provided for individuals of compulsory education age who cannot attend school due to health issues. It is essential that individuals with special education needs receive education in the least restricted environment. Measures are taken to ensure that they continue their education in day and/or boarding special education schools/institutions, primarily as full-time/ mainstreaming in classes attended by their typically developing peers and as part-time mainstreaming in special education classes.
Pre-primary education is compulsory for children with special educational needs who are over 36 months of age. With the decision of the provincial or district special education services board, early childhood education services for these children can be provided in special education schools, pre-primary education institutions, educational institutions with kindergarten classes and in homes in line with the needs of the child and family.
Within the scope of the Law on Private Education Institutions, support education services are provided in special education schools and special education and rehabilitation centers affiliated to the Ministry according to the results of the educational evaluation and diagnosis of individuals with special education needs. The costs of support education services within this scope are covered by MoNE.
Preparation of education and training curricula textbooks, educational tools and materials for special education schools and institutions is carried out by MoNE in cooperation with relevant ministries.
Guidance and psychological counseling services in educational institutions are based on developmental,preventive and remedial support services. In addition, activities such as individual and group psychological counseling and guidance, implementation of psychoeducation programs, peer-based studies, application of individual recognition techniques, seminars, panels, conferences, courses and trips, classroom guidance studies and preparation of publications are carried out. Services provided to support the development of students as a whole, reduce risk factors that may negatively affect their development and increase protective factors:
Developmental and preventive services:The classroom guidance program directs students to the appropriate educational institution, field, profession, in-school or out-of-school social and cultural activities in the areas of social, emotional, academic and career development.
Remedial services: The social, emotional, academic and career development of the student is supported and individual and group psychological counseling is provided to help them discover themselves and strengthen, improve and develop their capacities on emotional, intellectual and behavioral levels. Psychological and social support is provided to students, families and teachers during challenging life events. If needed, students are directed to experts, institutions or organizations in different fields.
Support services: Support services provide consultancy to teachers, parents, administrators and others who have contact with the student within the school to support the development of the student.
Guidance and psychological counseling services according to education levels:
- Pre-primary level; the child’s self-knowledge, socialization, development of self-confidence, discovery of boundaries, adaptation to school, awareness of talents and interests
- Elementary Level; the student’s adaptation to school, acquiring cognitive skills, gaining self-awareness and self-confidence, and developing skills such as recognizing and expressing emotions, making friends and problem-solving
- Lower Secondary Level; the student’s gaining skills in making friends, making decisions, taking responsibility resolving conflicts and adapting to the changes in adolescence as well as developing appropriate study skills, recognizing their self-interests, talents and personality traits, strengths and weaknesses, and orienting themselves towards higher education institutions,
- Upper Secondary Level; the student’s forming a healthy identity, adapting to the changes in adolescence, recognizing their values and establishing a connection between their own values and social values, acquiring the habit of working efficiently in a systematic planned manner as well as orienting to higher education, profession and business areas in line with their career goals,
- Lifelong learning institutions carry out various activities to support individuals’ professional development and help them achieve their career goals. The activities carried out within the scope of the MoNE Regulation on Lifelong Learning Institutions are as follows:
- Institutions help individuals learn more about professions by introducing them different options. They can also organize activities such as career fairs, seminars and workshops
- Individuals are supported to set long-term career goals and plan the necessary steps to achieve them. Individuals are also guided in conditions such as job change, career progression or retraining.
- Trainees who complete the course are informed about job vacancies and career opportunities.
- Trainings are provided to improve job search skills such as resume creation and interview techniques necessary for the job application process, and employment processes are monitored.
- The aim of the “Guidance and Psychological Counseling Program” carried out at the undergraduate level in higher education institutions is to train professionals having the theoretical knowledge of the field, sensitive to human well-being, being able to conceptualize life as a developmental process, having respect, curiosity and understanding of individual and social differences along with the flexibility to work with various segments of society.
Today, either directly or indirectly, all individuals are connected to education and working life. Support and guidance in education is therefore essential for all individuals. TQF links education and working life covering all qualifications that are issued and quality assured as a result of recognition by a responsible institution of the learning outcomes acquired by individuals in formal, non-formal or informal learning environments. These qualifications are mainly diplomas, journeyman and master certificates issued by MoNE, diplomas and certificates issued by higher education institutions, vocational qualification certificates issued by VQA and certificates and documents issued by authorized institutions and organizations in accordance with international conventions and national legislation. The inclusion of a qualification in the Turkish Qualifications Framework allows access to qualifications issued in Türkiye and general information about these qualifications through the Turkish Qualifications Database (TQDB). The inclusion of a qualification in the TQF indicates that it meets the qualification criteria in the areas presented in Figure below.
Figure: Qualification Areas
Türkiye has developed the Turkish Qualifications Database (TQD) , an online platform where general information on diplomas, certificates and documents covered by the TQF and issued by different responsible institutions such as MoNE, Higher Education Institutions and VQA presented both in Turkish and English.
The TQD provides the name of the qualification and its description based on learning outcomes, the responsible institution, TQF and EQF levels, ISCED and ISCO codes, validity date, entry requirements, ways to obtain it and the necessary web addresses.
The TQD will also be linked to the European Classification of Skills, Competences, Qualifications and Occupations (ESCO) Portal developed and managed by the European Commission. Accordingly, the national public as well as citizens of other countries will have easy access to information on the qualifications and therefore will be able to learning the opportunities offered in Türkiye.
In addition, the institutions of other countries to which our citizens apply for education or employment will have easy access to transparent information in English on qualifications in Türkiye, thereby increasing the comprehensibility and reliability of qualifications.
TQD, which will be updated regularly, can be accessed at http://portal.tyc.gov.tr/.
Within the scope of inclusion/integration practices, individuals with special education needs are provided with non-formal education programs within the framework of cooperation with other public and private institutions and organizations. The access of trainees with special education needs benefiting from non-formal education services to institutions is provided free of charge in line with the provisions of the MoNE Regulation on Access to Education through Transportation.
Special education services in higher education; Individuals with special education needs who have completed their upper secondary education are directed to higher education by RAM.
In our country, special education and guidance and psychological counseling services are carried out by the General Directorate of Special Education and Guidance Services of the Ministry of National Education in accordance with the Presidential Decree No. 1 on the Organization of the Presidency. Activities are carried out within the scope of the Constitution of the Republic of Türkiye, the Law on Persons with Disabilities, the Child Protection Law, the Basic Law on National Education, the Decree Law No. 573 on Special Education, the Regulation on Special Education Services, the Regulation on Pre-Primary and Primary Education Institutions, the Regulation on Secondary Education Institutions, the Regulation on Guidance and Psychological Counseling Services, the Regulation on Open Education Institutions and the Regulation on Lifelong Learning Institutions.