Pre-primary education in our country is carried out on the basis of the Basic Law on National Education, the Law on Persons with Disabilities, the Child Protection Law, the Decree Law No. 573 on Special Education, the Regulation on Special Education Services, the Regulation on Pre-Primary Education and Primary Education Institutions, the Regulation on Secondary Education Institutions, and the Regulation on Guidance and Psychological Counseling Services.
Target Group(s)
The aim is to help individuals in need of special education develop fundamental life skills so that they can grow into self-sufficient, productive, and happy citizens. These individuals are prepared for higher education, employment, vocational training and life in general in accordance with their educational needs, competencies, interests, and abilities. This is achieved by appropriate curricula, specialized methods, qualified personnel, and supportive equipment and materials.
Individuals with special education needs for whom separate schools are established include: individuals with severe autism spectrum disorder, individuals with severe intellectual disabilities, individuals with physical disabilities, individuals with profound intellectual disabilities, individuals with mild autism spectrum disorder, individuals with mild intellectual disabilities, individuals with hearing impairments, individuals with moderate autism spectrum disorder, individuals with moderate intellectual disabilities, and individuals with special talents.
All educational services, whether provided directly or indirectly, and all procedures for access to these services are carried out in accordance with the Regulation on Special Education Services.
The planning, allocation and monitoring of funds for equipment, maintenance and repair, heating, fuel and educational materials in schools and institutions that serve students with special education needs are managed by the relevant central units, which ensures the sustainability of special education services.
Admission Requirements and School Placement
Pre-Primary attendance is not compulsory. According to the Regulation on Pre-Primary Education and Primary Education Institutions, children are generally enrolled in the pre-primary closest to their place of residence. However, working parents may enroll their children in a preschool near their workplace, provided there is availability and approval given by the authorized commission.
Children who turn 69 months old by the end of September in the enrollment year are admitted to the first grade of primary school. Children who are 66, 67, or 68 months old may also be enrolled with written parental consent. School administrators may also postpone the enrollment of 69–71-month-old children or direct them to pre-primary instead upon a written parental request.
Thus, pre-primary education is designated for children aged 36–69 months. According to the MoNE Strategic Plan (2024–2028), by the end of 2024:
- The pre-primary enrollment rate for children aged 3–5 is targeted to reach 53%.
- 100% of students entering first grade are expected to have completed at least one year of pre-primary.
Children aged 36–71 months who are directed to pre-primary education centers through full-time inclusion/integration based on a report from the Special Education Evaluation Board (SEEB) established in Guidance and Research Centers (RAM) are enrolled in these institutions. In these classes:
- One child with special needs is placed in classes with 20 children.
- Two children with special needs are placed in classes with 10 children.
According to the Special Education Services Regulation, pre-primary education is compulsory for children with special needs starting at 36 months of age. Children aged 69–71 months may continue in preprimary for an additional year upon parental request, provided that the SEEB report deems them unready for primary school. Likewise, children aged 71–78 months may remain in pre-primary under similar conditions. Special education during pre-primary is offered at two levels:
- In order to provide early childhood education services to children with special needs between the ages of 0–36 months, services are offered through special education schools, preschool education institutions, educational institutions with kindergarten classes, and, based on the needs of the child and family, at home.
- For children with special needs between the ages of 36–66 months, it is preschool education.
Age Levels and Grouping
Based on SEEB reports, children aged 36–71 months are admitted to pre-primary institutions for full-time inclusion/integration. In schools where this model is applied, a maximum of two children with special needs are placed in each class. This number may be increased in multi-grade classrooms based on necessity.
Children with severe or multiple disabilities who cannot attend full-time mainstream classrooms are enrolled in special education classes within the same institution, assuming the physical infrastructure is suitable and special education teachers are available.
Pre-primary children are grouped into nursery and kindergarten classes according to their developmental characteristics. Programs and activities are designed accordingly.
Curriculum and Courses
Two curricula are implemented in pre-primary serving students with special needs Early Childhood Special Education Curriculum (0–36 months), Pre-primary Special Education Curriculum (37–78 months). Free educational materials including textbooks, activity cards, teacher and parent guides are provided in line with the curricula.
Teaching Methods and Material
The planning and coordination of early childhood and pre-primary services are managed by the Special Education Services Board. Education planning begins with an assessment of the needs of both the child and their family.
Student Progress
In pre-primary schools, child development is evaluated according to the Pre-Primary Education Program. Reports are entered into the e-Okul system at the end of each semester, and copies are given to parents. These reports exclude non-pedagogical and confidential information.
In primary and middle schools (including imam hatip middle schools), students’ behavior is evaluated each semester using a scale “(1) Needs Improvement”, “(2) Good”, “(3) Very Good”. Evaluations are conducted by the class teacher (primary level) or guidance counselor (middle school) and recorded in the e-Okul system using criteria from the Behavior Score Criteria.
Certification
According to the Regulation on Pre-Primary and Primary Education Institutions, children who complete kindergarten, practice classes, or nursery schools receive a Certificate of Attendance. Students are not withdrawn from school unless they leave the age range for compulsory education. Upon request, graduates of primary, middle, or imam-hatip middle schools are issued an Educational Status Certificate.