Investigation of Special Education Teachers Awareness Levels Toward Early Childhood Special Education

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Introduction: This study aimed to determine the awareness levels of special education teachers regarding early childhood special education services. In this context, teachers’ conceptual knowledge about early childhood special education (ECSE), their general perspectives toward this field, and their sensitivity to related processes were evaluated.Method: This descriptive survey study was conducted with special education teachers working in the province of Samsun, and data were collected from 432 teachers. The data were gathered using the Early Childhood Special Education Awareness Scale developed by the researcher, consisting of six factors.Findings: The findings revealed that special education teachers’ overall awareness levels regarding ECSE services were high. The highest mean was observed in the Individualized Education Planning and Collaboration dimension, whereas the lowest mean was found in the Perception of ECSE and Scientific Approach dimension. Regarding demographic variables, no significant differences were found. Most participants stated that they understood the importance of ECSE but needed support in implementing practical strategies.Discussion: The results indicate the necessity of developing practice-oriented programs adapted to students’ individual needs related to early childhood special education within teacher education and in-service training processes.