The final theme was acceptance and inclusivity. This theme provided essential information regarding the integration of Syrian individuals with special needs into special education services. Participants often mentioned that their children faced exclusion and bullying from their peers. For instance, P8, the parent of a visually impaired Syrian student, discussed peer rejection: “They see him as different. When we spoke to S5, he said they didn’t include him in their games. Our child plays with other Syrian children. His Turkish isn’t very good, which might be a factor, but something should still be done at school. After all, they are all children.” P12 emphasized issues with classroom seating arrangements: “They don’t want to sit with S6. The teacher tries to help, but the children cry when they sit next to S6. They see it as a punishment. So, the teacher has to seat him with another Syrian friend.” Throughout the interviews, participants highlighted that their children experienced peer bullying. P12 elaborated on this issue: “S6 is hearing impaired and speaks differently. Adding Turkish into the mix makes it even harder. His sign language is also different. His friends mock his speech and sign language. He shares this with us and feels upset, but there isn’t much we can do. I can’t confront the children. Perhaps the teachers can intervene.” P9 shared his perspective on peer bullying: “They say he smells. His mother makes sure he is clean before sending him to school, but children can be cruel. They exclude him, calling him dirty.”

Numerous participants shared their views on the acceptance of Syrian students with special needs by teachers. Regarding the difficulties in integrating their child into the classroom, P2 stated, “I don’t think the teacher is integrating S7 into the class. There’s a sense of difference because we are Syrian. I feel it, and perhaps S7 doesn’t fully grasp it, but he senses it too.” Parents also noted that teachers have misconceptions about their children’s hygiene. P8 commented on teachers’ perceptions of hygiene: “His mother washes him before sending him to school. He is clean. Yet, the teacher calls saying he is dirty. This has happened many times, not just once. As I mentioned, sometimes S5 has accidents, but this happens only occasionally. Even when he doesn’t, we get the same warning.” P1 shared a similar experience: “The teacher calls about this issue, saying I send him messy and that I don’t clean him at home. This is not true; I ensure he is clean when he goes to school. Even when he has had a bath, they still claim he is messy.” Discussions with participants also revealed data on prejudices and stereotypes. P6, discussing biases against Syrians under temporary protection, remarked, “It is challenging to be separated from your country. It is disheartening not to receive the expected support. They call us Syrian. When we don’t understand what is being said, they become irritated and say things angrily. I don’t know exactly what they say, but they are angry.” P14 emphasized stereotypical views: “They say Syrians are unclean. Those of us who came here are different from each other. Is everyone living here clean or unclean? Some are clean, some are not. During parent meetings, the teacher constantly warns in front of everyone. It is embarrassing.”

DISCUSSION

This research aimed to examine the views of parents of Syrian students with special needs, who were under temporary protection, regarding their children’s education. Fifteen parents were interviewed. Based on a descriptive content analysis, four key themes were found: language and communication, guidance services, cultural differences, and acceptance and inclusivity.

The researcher conducted the interviews and observed some hesitancy among participants when discussing certain critical questions (e.g., teacher’s classroom practices). Despite assurances of confidentiality given before the interviews, participants seemed cautious. To address this, the researcher reiterated the confidentiality of their responses during the interviews to help them feel more at ease. DeJonckheere and Vaughn (2019) emphasized the importance of trust and rapport in semi-structured interviews. In this study, reminding participants of the confidentiality helped to facilitate more open and effective communication.

The first theme was language and communication. This study examined barriers in the field of language and communication in two groups. The first group was student-centered language barriers, and the second group was parent-centered language barriers. In this study, Arabic was the native language of all participants’ parents. All parents stated that they spoke Arabic at home. Considering the possible limitations in the social lives of families under temporary protection status in Turkey, it can be stated that the school environment is the only environment where Syrian students with special needs under temporary protection status are exposed to Turkish. This situation can be considered to significantly limit second language acquisition. Indeed, according to parent reports, the study revealed limitations in Turkish language instruction as a second language in school environments. The reason why language difference is a barrier can be attributed to the lack of effective and formal Turkish language instruction in schools. Research conducted on Syrian refugees in the United States (US) has also shown that refugees are affected by language barriers and the limitations of support provided in the language field (Darawsheh, 2022). According to a study conducted in Canada with Syrian refugees, Syrian individuals reported language barriers (Kumar-Agrawal, 2019). For Turkish teachers (Kardeş & Akman, 2018; Kiremit et al., 2018; Uzun & Bütün, 2016), prospective teachers (Yolcu & Yurdakal, 2023) and school administrators (Akyavuz et al., 2020; Koşak & Atasoy, 2022; Levent & Çayak, 2017), Syrian children under temporary protection have difficulties in language and communication. The data of this study regarding language and communication barriers confirm both national and international studies. In this study, one of the points cited by the participants as a reason for the difficulties in learning Turkish was that Arabic and Turkish are quite different from each other in written and spoken language. Turkish is a suffix-based language belonging to the Ural-Altaic language family. Arabic, on the other hand, is within the Semitic language family. Işık (2015) examined the differences between Turkish and Arabic under five headings such as differences in letters, differences in words, differences in compounds, differences in sentence elements, and differences in sentences. As stated by the participants, Turkish and Arabic languages are quite different from each other. The fact that Turkish and Arabic do not belong to the same language family, along with the noted differences between them, can be interpreted as a barrier for Arabic-speaking individuals and children with special needs learning Turkish. These difficulties in language acquisition can be stated as a problem in acquiring academic and self-care skills, as stated by the participants. Aghajafari et al. (2020) stated that refugee children carry significant risks in terms of academic achievement and psychosocial health. This situation can negatively affect both their educational processes and emotional development. The most important factor in overcoming these risks is to teach refugees the language of the country to which they migrated effectively and scientifically. Türker and Göçmenler (2020) examined the problems experienced in teaching Turkish as a second/foreign language to Syrian students and found that students could not learn Turkish at an adequate level. Researchers have reported that this situation brings many problems for Syrian students such as school absenteeism, falling behind the curriculum, being exposed to inequality of opportunity in education and not being able to adapt to the environment. Researchers have identified gaps in curriculum and teaching materials, alongside concerns about teacher competencies. The study also highlights issues with the structure of in-service training programs, the implementation of seminars, and the qualifications of seminar instructors. Participants of this study emphasized both classroom deficiencies in teaching Turkish to Syrian students with special needs and expressed criticism regarding the limited provision of Turkish instruction outside formal school hours. Learning the language of the host country alongside one’s native language is crucial for promoting social integration and fostering cohesion. Education policies in host countries should give due consideration to this aspect. School curricula should incorporate effective and evidence-based language teaching methods. Additionally, efforts should be made to expand Turkish language education through courses beyond formal school programs. Such initiatives can facilitate the integration of both parents and Syrian students with special needs into society and the education system.

The second focus of this study was about guidance services. A significant finding was that many participants reported never having encountered a guidance counselor. Refugee children face mental health risks (Turan & Özyurt, 2019), underscoring the preventive approach emphasized by Korkut (2003) in delivering guidance services. Given the dual vulnerability of individuals with special needs due to forced migration (Alsancak & Kutlu, 2020), the need for proactive measures in offering guidance services to Syrian students with special needs and their parents becomes paramount. Studies in European Union nations reveal that despite robust healthcare systems, refugees have limited access to mental health services (Borho et al., 2020; Dumke et al., 2024; Lamkaddem et al., 2014), aligning with the access constraints to guidance services found in this study. Few participants acknowledged familiarity with guidance counselors, yet they expressed inadequate benefit from available services. Rumsey et al. (2017) identified impediments preventing school counselors from effectively assisting refugee clients, citing language, cultural differences, and family involvement limitations. Language and cultural disparities are also implicated among reasons for the underutilization of guidance services in this research. Thus, it is crucial to implement effective, evidence-based guidance services for Syrian students with special needs and their parents under temporary protection through national-level policies. Providing pertinent in-service training for school counselors and educators is essential to achieving this objective.

In this study, the third theme explored cultural differences. All participants emphasized the importance of girls being integrated into the education system. However, differing views were expressed on whether girls should be educated in coeducational environments or in separate classes and schools designed for them. Interventions aimed at reducing barriers to Syrian girls’ school attendance and facilitating their integration into the educational process are crucial. These efforts are pivotal for enhancing equality and inclusivity in education (Tanrıkulu, 2017). Among groups most affected by displacement due to war and political crises, women and children, particularly girls, are at high risk. Disrupted access to education is a significant factor contributing to their vulnerability (Kılıç & Özkor, 2019). While this study did not explicitly oppose girls’ education, it discussed differing perspectives on whether girls should receive education in segregated settings, posing a risk of school disengagement for Syrian students with special needs under temporary protection status, especially beyond middle school.

Participants presented diverse views on how teachers interact with parents. Some noted Turkish teachers are perceived as more approachable than Syrian teachers, while others described teachers adopting a stricter and more authoritative approach. These dynamics may arise from factors involving both teachers and parents, where individual differences influence teacher-parent interactions significantly. Overall, there is a clear emphasis on the importance of teachers assuming greater responsibility. The integration of immigrants and refugees into host countries’ education systems is a multifaceted process encompassing political, social, and individual dimensions. Teachers serve as crucial mediators in this process, facilitating the inclusion and social integration of students with migrant and refugee backgrounds (Giavrimis, 2023). Therefore, interactions between teachers and parents are pivotal. Establishing a collaborative partnership based on mutual respect and shared responsibilities between schools and parents can be seen as fostering positive social capital (Fazily, 2012).

The last theme was acceptance and inclusivity. Integrating refugees into host communities involves complex and multidimensional processes impacting both the host society and refugees themselves. Key factors in this integration include enhancing language skills, facilitating access to employment opportunities, and establishing social support systems critical to refugees’ adaptation (Ager & Strang, 2008). Education, healthcare services, and social participation emerge as pivotal aspects facilitating refugees’ societal integration (Krahn et al., 2005). Nevertheless, challenges such as social barriers, discrimination, and exclusion can hinder refugees’ integration into society (Berry, 1997). Host communities’ attitudes and policies toward refugees are highlighted as crucial determinants of successful integration processes (Phillimore, 2011). This study identifies instances where Syrian students with special needs face peer rejection and bullying in school settings. Peer acceptance, a fundamental aspect of effective integration policies, necessitates interdisciplinary approaches for addressing these challenges. Schwartz et al. (2021) underscore the influential role of peers in the integration of forcibly displaced children, noting that negative peer interactions can heighten risks. Furthermore, perceived discrimination correlates with limited social adaptation among individuals experiencing forced migration (Montgomery & Foldspang, 2008). Given the impact of peer acceptance on children affected by forced migration, there is a clear imperative to develop and implement policies promoting inclusive peer environments. A notable finding of this research is parental reports indicating peer bullying experienced by Syrian students with special needs. Existing literature extensively documents peer bullying among children affected by forced migration (Damra et al., 2023; Samara et al., 2020; Yilmaz & Cikili-Uytun, 2020), consistent with the findings of this study.

Integration of Syrian individuals with special needs into the education system was influenced not only by peer acceptance but also significantly by teacher acceptance. One of the primary roles and responsibilities of teachers was to integrate forcibly displaced students with special needs into the classroom environment. This study identified challenges related to teacher acceptance based on parental reports. According to parents, teachers encounter limitations in integrating Syrian children with special needs into the classroom. Parents also noted that teachers hold incorrect perceptions about their children’s hygiene status and possess stereotypical views towards them and their children. The inability to integrate Syrian students with special needs into the classroom stems from teachers’ attitudes towards parents under temporary protection status and their children with special needs. Another contributing factor is the insufficient knowledge and experience of teachers in working with Syrian students. Indeed, a study examining teachers’ perspectives on the education of Syrian students in Turkey found that teachers do not feel adequately prepared to educate refugee children, cannot make special arrangements for them in the classroom environment, and find the current curriculum inadequate to meet their educational needs (Kardeş & Akman, 2018). Reviewing the literature on teachers’ comments about the hygiene of Syrian students, Mercan-Uzun and Bütün (2016) found that teachers often highlight limitations regarding the cleanliness of Syrian students. Stereotypical perceptions towards Syrian parents or students with special needs were a striking finding of this study. Research indicates that teachers often hold negative stereotypical attitudes towards refugee students, which manifest as biases suggesting that refugee students are likely to experience academic failure and adaptation issues (Taylor & Sidhu, 2012). Such stereotypes can hinder teachers from fully assessing the potential of refugee students and providing them with the necessary support (Pugh et al., 2012).

When a child under temporary protection status or a refugee arrives in a new country, they face the challenge of adapting to a new school environment, bringing along various experiences and traits from their pre-migration, migration, and post-migration phases. Designing an effective integration process requires consideration of factors like the nature of their escape and refugee experiences, literacy levels in their native language, and the support provided by parents. The characteristics of schools and teachers also play a crucial role in this adaptation process. Teachers need to effectively address the needs of refugee children and establish schools that can cater to these needs (Hamilton, 2003). The views of families under temporary protection status are particularly significant in this context. This is especially true when considering students who face dual disadvantages as forcibly displaced individuals with special needs. This study also underscores the viewpoints of Syrian parents under temporary protection status in Turkey regarding the education of their children with special needs. These insights are anticipated to inform policymakers in shaping policies aimed at supporting the education of individuals with special needs under temporary protection status.

Recommendations for future applications

The research findings indicate that both Syrian parents and their children with special needs face significant challenges in language and communication. To address these issues, it is crucial to provide school-based, scientific, and multicultural language education opportunities tailored to Syrian families. Evaluating the effectiveness of ongoing Turkish language courses and making necessary adjustments is essential. Additionally, offering voluntary basic Arabic training to teachers in special education schools could help reduce communication barriers. Expanding interpreter services to all schools, rather than a select few, would further alleviate language issues.

The study also argues that Syrian parents and their children with special needs do not sufficiently benefit from guidance services. Collaborative projects between the Ministry of National Education and universities should aim to provide guidance counselors with the necessary training to support special needs students under temporary protection and their families. Enhancing pre-service training for guidance counselor candidates through courses, seminars, symposiums, and panels can improve their ability to serve these populations effectively.

Findings underline issues related to acceptance and inclusivity. Implementing a multicultural education approach is crucial for fostering acceptance and inclusivity within schools. Both classroom-level and school-wide multicultural practices are essential for integrating Syrian individuals into Turkish society. While no direct findings related to xenophobia were discovered in this study, participants highlight the need for preventive measures against xenophobia. Such preventive efforts should be comprehensive, involving all community stakeholders, not just schools.

Recommendations for future research

This study utilized a qualitative case study methodology to address the research aims. Future studies could investigate the perspectives of families with special needs Syrian students under temporary protection using various techniques, such as focus group discussions. Subsequent research could narrow the focus by examining Syrian parents’ views on multiculturalism or xenophobia within the school settings their special needs children attend.

This study involved 15 parents. Future qualitative research could be designed with a larger participant pool to improve the generalizability of the findings. Additionally, since most participants were mothers, future research could include fathers to provide a more balanced perspective.

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