Support Personnel in Special Education in Turkey and the United States: Practical Challenges and a Proposal for the Conceptual Shift from Facilitator to Special Education Assistant

Abstract

Special Education Assistants serve as support personnel who assist individuals with special needs across diverse educational settings. Despite their crucial roles, there is no unified terminology either in Turkey or internationally; terms such as “facilitator,” “shadow teacher,” or “teacher assistant” are used inconsistently. In Turkey, the 2020 circular by the Ministry of National Education (MoNE), which allows families to assign “facilitator personnel” in inclusive classrooms, has accelerated efforts to define and integrate this role. However, the term “facilitator” remains vague and lacks professional clarity. In contrast, the United States has a long-established and institutionalized Special Education Assistant system, with hundreds of thousands of assistants employed as of recent reports, outnumbering special education teachers. Drawing from this experience, the U.S. model and the competencies defined by the Council for Exceptional Children offer valuable insights for Turkey’s evolving framework. This study, based on a review of national and international literature, explores the challenges and opportunities in formalizing the role of Special Education Assistants in Turkey. It also highlights that associate degree programs such as Child Development, Disability Care and Rehabilitation, and The Shadow Teaching Program for the Disabled annually produce a substantial number of graduates. Despite this educational capacity, official employment in special education settings remains limited due to the lack of standardized roles, qualifications, and legal definitions. To bridge the gap between research and practice, the study proposes adopting the term “Special Education Assistant” as a professionally grounded and inclusive alternative. It emphasizes the need for clearly defined responsibilities, structured training programs, integration into formal staffing structures, and continuous professional development. The study also underscores the importance of collaboration among multiple stakeholders—including families, teachers, school administrators, and policymakers—in supporting students with special needs across educational environments. In conclusion, this study proposes a collaborative approach among policymakers, educators, and academic institutions to align Turkey’s Special Education Assistant practices with international standards and to ensure inclusive and equitable support for all students with special needs.