The purpose of this study is to increase special education teachers’ awareness of the existing instructional applications developed for special education and to cause them earn the ability to integrate the applications to their lessons. Moreover, this study also aims to give them the ability of producing instructional materials, which enable them to present the subjects in the curriculum more effectively and interactively by using web 2.0 tools. Studies in the literature show that using technologic devices (computer, tablet, etc.) in lessons increases special education students’ motivation and focus duration, thus, makes the learning process more effective. An education about integration of web 2.0 tools to special education field was organized to achieve these benefits and results from the education are analyzed in this study. Sampling of the study consists of 18 special education teachers working in public schools or rehabilitation and research centers. Announcements of training were shared via social media platforms, volunteer teachers applied for participating with online form. All of the teachers who applied from Istanbul were invited and 18 of them participated in the education. The training was carried out in the computer laboratory of Education Faculty of Yıldız Technical University for 9 days. During the lessons, firstly instructors made presentations enriched with concrete examples, then special education teachers were asked to develop new instructional materials by using web 2.0 tools and to prepare a lesson plan. The effectiveness of the education was measured by the academic achievement test conducted before and after the training, and the satisfaction level of the participant teachers was investigated with the interview form applied at the end of the training. According to the findings, it is seen that the average pre-test score of the special education teachers is 33.7 and the average post test score is 74.4. According to the results of the paired sample t test analysis, there was a significant difference between pre-test and post-test scores of the teachers. In addition, according to the findings of the interview form, teachers reported positive opinions by giving full points to the questions about learning achievements, the academic staff-student interaction quality and teaching methods.

The study was supported as a TUBITAK project with 116B501 no.