Author(s): Murat ELİÖZ, Mehmet ÇEBİ, Ali TEKİN. Ekrem AKBUĞA
The participation of the students who have special needs in higher education has increased significantly in the last decade. It is observed that there are vital differences in the quality and standards of the provided education in spite of increasing services and resources for the students who have special needs. Universities providing sports sciences education have been holding special talent examinations through different practices and have been trying to educate the students whom they admit in this way through their own experiences. This study aims at enhancing the quality of the education provided for the students with special needs who are admitted through special talent examinations and proposing some solutions to how to provide an equal and qualified education for these students who have different types of disability. Literature researches of the higher education institutions which provide education majoring in sports sciences and the studies of the universities in countries internationally admitted as developed countries which were performed in order to enhance the quality of the sports education for the students with special needs were reviewed and interviews with the disabled students and instructors in charge have been done. When the departments, colleges and faculties of the universities providing education on sports sciences are researched, it is confirmed that there are three basic problems. The first of the problems is how the sports sciences education will be provided for those who have special needs. The second problem is how to enhance the quality of the provided education. The third one is to annihilate the barriers caused by the types of disability in the education process and what to do to enhance the quality of the education. In order to enhance the sports sciences educational quality of the students with special needs, there has to be some regulations on some issues; such as one-to-one education services, consultancy services, voluntary organizations, academic support teams, exam regulations, improvement in social subsidy facilities, enriching the educational materials and the libraries, transportation, location, orientation programs, the areas of technology usage, enhancing the quality of life, individualizing the needs but not according to the types of disabilities.
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