Otizm Spektrum Bozukluğu Olan Bireylerle Çalışan Özel Eğitim Öğretmenlerinin Şefkat Yorgunluğu Deneyimlerinin İncelenmesi

Abstract

This study aimed to examine the experiences of special education teachers working with individuals diagnosed with ASD regarding compassion fatigue in their professional lives. The study was designed using a phenomenological approach from qualitative research methods. The research group consisted of ten special education teachers who graduated from university special education teaching programs and had taught individuals diagnosed with ASD for at least one year. Data were collected through semi-structured interviews lasting 20-50 minutes with the participants. The interview data were analyzed using content analysis, with similar meanings in the transcripts coded at the smallest meaning units.As a result of analyzing the participants' statements, categories were formed, leading to the development of three themes: risk factors for compassion fatigue, symptoms of compassion fatigue, and coping strategies for compassion fatigue. The study's findings were interpreted based on these three themes and their subcategories. The findings indicated that some statements within the scope of compassion fatigue symptoms were present in the teachers' narratives. Additionally, some factors considered risky for compassion fatigue in the literature were expressed by the teachers. It was also observed that special education teachers developed strategies to cope with symptoms of compassion fatigue.The study's findings are expected to contribute to the literature by shedding light on the experiences of compassion fatigue among special education teachers working with individuals diagnosed with ASD. Based on the study's findings, several suggestions were made for both research and practice.