In educational environments, teaching materials have a very important position and play the roles of increasing the effectiveness of teaching, attracting attention, evaluation and active participation. Thanks to the use of materials in education; cases are carried to the classroom environment, it is possible to meet the needs, permanent learning is provided by appealing to more senses, student motivation and success increase, teaching is efficient, learning is enriched, creative thinking is supported, and a connection is established between the acquired knowledge and daily life. In addition, it is stated in the literature that using teaching materials provides great benefits to teachers, and in this respect, it imposes different responsibilities on teachers. Considering the importance of using materials that are beneficial for teachers as well as students, this study aimed to examine the material development and use status of teachers from different branches working with students with special needs. The research was designed in the scanning model and the sample of the research included 315 teachers working in special education schools affiliated to the Ministry of National Education in the central districts of Ankara province in the 2021-2022 academic year. The "Material Usage Questionnaire for Special Education Teachers" developed by Çetin, İnan, and Demir (2018) was used as a data collection tool in the research. In the analysis of the findings, frequency distributions were calculated and chi-square analysis was used to test the differences, and content analysis was used in the analysis of open-ended questions. As a result of the research, the participating teachers; Teachers with a special education undergraduate degree differed significantly from other branches in material development, the teachers with the lowest professional seniority (0-5 years) both preferred the way to develop their own materials more than the teachers in other professional seniority years, and the teachers in this group There is a significant relationship between material development and ready-made material use and educational status. It has been found that there is no relationship, the materials used in assessment and teaching are differentiated, teachers have difficulties in developing and using materials, and they experience limitations of opportunity. The findings are discussed within the framework of the literature.


material development in special education, material use by special education teachers, material development by special education teachers