Individual in need of special education: Individual who shows a significant difference in terms of individual and developmental characteristics and educational qualifications at the level expected from his / her peers for various reasons (Special Education Services Regulation).
According to United Nations figures, there are around 500 million people with disabilities in the world. It is stated by the World Health Organization that about a quarter of the world's population is facing some form of direct or indirect impediment. 80 percent of people with disabilities in the world live in low-income countries and cannot access basic services.
According to research conducted by Unesco, the population of Turkey is known that about 10% of the disabled. In the light of these data, the fact that there are about 7-8 million disabled people in our country has emerged.
According to the research conducted by the State Institute of Statistics in 2003, 12% of the population of our country is composed of people with disabilities.
It is important to provide comprehensive education for children with disabilities who are generally isolated from society and who are insufficient in their self-care (Ulutaşdemir, 2007).
Special education is provided to students who differ significantly from the average student characteristics, individually planned and the whole of the educational services aiming to maximize the probability of independent living of the individual (Doğru, 2009).
Students with special needs, in other words special needs, usually meet in these groups. Those with mental disabilities, those with learning disabilities, those with emotions and behavior disorders, those with physical disabilities, people with speech and language problems, hearing impaired, gifted and gifted.
The basic principles related to special education in line with the basic principles regulating Turkish shaft education are as follows: All individuals who require special education are benefited from special education services in accordance with their interests, requests, qualifications and capabilities. Special education starts early. Special education services are planned and carried out without separating the individuals who require special education from their social and physical environment as much as possible. Individuals who require special education are given priority to be educated in the aim, content and teaching processes by taking into account their educational performances and to be trained together with other individuals. In order to ensure the continuity of all types and levels of education for individuals who require special education, cooperation is ensured with the institutions and organizations that will provide all kinds of rehabilitation. For individuals who require special education, individualized and individualized education programs are essential. It is essential to ensure active participation of families in all aspects of the special education process. Special training programs are developed. (Ministry of Education, 2001)
Istanbul Trade School in 1889 as the first site of special education in Turkey, hearing and vision began to drop school for the disabled, this school has given 30 years of education. In 1921, the Special School of the Izmir School of the Deaf and the Blind opened and taught until 1950.
Prior to 1951, special education services were carried out by the Ministry of Health through private associations. In 1951, the Ministry of National Education initiated special education services at the level of primary education and organized it under the General Directorate of Primary Education. In 1980, the General Directorate of Special Education became the General Directorate of Special Education Guidance and Consultancy Services under the Law on Special Education and Guidance, and in 1992 on the Organization and Duties of the Ministry of National Education.
2008-2009 academic year, the number of students in the field of inclusive education in Turkey; 13,015 in special education class, 42,647 in normal education classes in primary education and 2,663 in lower secondary education classes, totaling 58,325. (General Directorate of Special Education Guidance and Counseling Services).
Turkey has been increased interest in the last 10 years in particular needed special education early. The increasing number of early special education services has played an important role in the research of universities for early education programs (KAEEP, Portage, AÇEV Mother Child Education Program) and assessment tools (Denver Developmental Screening Test, GIRDA, KAEEP and Portage).
