Unlocking Pathways: Revealing Professionals' Transition Preparation Experiences for Inclusive Higher Education in Türkiye

Autor/inn/en	Neslihan Unluol Unal; Muhammed A. Karal; A. Emel Sardohan Yildirim
Titel	Unlocking Pathways: Revealing Professionals' Transition Preparation Experiences for Inclusive Higher Education in Türkiye
Quelle	In: European Journal of Education, 60 (2025) 2Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Neslihan Unluol Unal) ORCID (Muhammed A. Karal) ORCID (A. Emel Sardohan Yildirim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.70115
Schlagwörter	Forschungsbericht; Inclusion; Higher Education; Foreign Countries; Special Education; College Students; Students with Disabilities; Intellectual Disability; Access to Education; Career and Technical Education Schools; Transitional Programs; School Transition; Decision Making; Coordinators; Turkey + Suchen Sie Ihr Suchwort? Inklusion; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Collegestudent; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Education; Access; Bildung; Zugang; Bildungszugang; Schulübergang; Decision-making; Entscheidungsfindung; Koordinator; Türkei
Abstract	The 2021 amendment to Türkiye's Special Education Service Legislation marked a milestone by repealing the statement excluding Special Education Vocational School graduates from pursuing higher education. This granted students with intellectual disabilities (ID) the right to attend higher education. However, both schools and universities lack adequate support services for students with ID. Research on the transition preparation experiences of university accessibility service coordinators and vocational school principals is limited but essential for effective transition processes. The study's purpose is to unveil the experiences of school principals serving at vocational schools for students with ID and the accessibility services coordinators serving at universities. Transcendental phenomenology was selected as the overarching framework for this study. The findings are organised into three structural themes that were the reaction to the decision, issues with the decision, and suggestions for improvement. The discussion contextualises the findings within existing literature and provides recommendations for policy, practice, and future research. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08