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Primary education teachers’ experiences in resource rooms in Turkey: disability vs. giftedness

ABSTRACT The purpose of this study was to explore the primary school teachers’ experiences about teaching gifted students and students with disabilities in the resource room. Thirteen teachers who work with students with disabilities and 11 teachers who work with gifted students participated in this qualitative study. The data were collected using structured interviews and semi-structured focus group interviews and analysed using content analysis. The findings indicated that the advantages and disadvantages of the resource room programmes differed for both groups of students. The teachers of both groups also expressed different advantages and disadvantages of working in the resource rooms for themselves. Some of the problems of the resource room programme were insufficient materials, inadequate facility, and unqualified personnel.