Özel gereksiNİMLİ yetiŞKİn bireylerin hayat boyu öĞrenme etkiNLİkleriNİn değerlendiRİlmesi: Özel eğİTİM ÖĞretmen adaylarinin göRÜŞleri Abdulkadir kocaoğLu arş. Gör, Trabzon Üniversitesi, Özel Eğitim, e-posta

Anahtar Kelimeler: Yetişkin özel gereksinimli birey, özel eğitim öğretmen adayı, akran etkileşimi
Abstract
The services provided by official special education institutions stop when students with special needs finish the formal educational period. The sudden change in the systematic order built on school life with the end of formal education may negatively affect adult individuals with special needs. Adults with special needs who have completed official special education institutions typically reside at home, which may restrict their involvement in social life. "Lifelong Learning Activities of Adults with Special Needs" was edited in collaboration with Trabzon University Fatih Faculty of Education, Trabzon Provincial National Directorate, and as part of the Volunteering Project of Trabzon University students to increase the participation of adult individuals with special needs (individuals with moderate intellectual disability and autism spectrum disorder) in social life. The project is aimed that individuals with special needs who can be together with their peers at the university. Academicians of the Faculty of Education (Special Education, Fine Arts Education) and Faculty of Sports Sciences and continuing their education in these departments within the scope of painting, music, and physical education activities for individuals with special needs in the project, which continues two days a week during the spring semester of the 2021-2022 academic year, Undergraduate students who were the same age as individuals with special needs accompanied them. The purpose of this study, which is structured as a case study from qualitative research approaches, is to investigate how special education teacher applicants feel about the interview process. These candidates are peers of people with special needs and participate in activities with them. 10 candidates for special education teachers who attended the event were interviewed using a semi-structured interview form in this direction. The collected data were descriptively evaluated, and then themes and sub-themes were developed. When the research's findings were taken into consideration, pre-service teachers claimed that working with adults who had a variety of special needs and disabilities in the adult group was advantageous in terms of professional experience. They had the chance to put what they had learned in the lessons into practice, and the activities they carried out benefited both the adults with special needs and themselves because they helped them socialize with people who have special needs.