The aim of this study was to examine the university students‘ opinions regarding their higher education programs that suggest them knowledge and practical experiences with respect to the field of special needs education. The study was conducted in two state universities of Tbilisi, Georgia.
Questionnaire was prepared and applied for this quantitative study which provided a study with essential findings on the basis of seven specialty group students‘ responses. These specialty groups are: Cognitive and neuropsychology, Personal and clinical psychology, Psychology of education, Occupational therapy, Applied psychology, Special education and inclusion and Primary class teaching.
The purpose of this study is to give an overall picture about the theoretical knowledge and practical experiences that students gain from their programs. How do students state their positions regarding the subject of special needs education and its most important indicators? Also to demonstrate some similarities and differences between the results received from the specialty groups and to understand these findings within the frames of two major theories: Constructivist learning theory and experiential learning theory are being referred in this thesis. Theories described emphasize the importance of theoretical knowledge and practical experiences combination and integrity, in order to have an effective learning process and produce a professional specialist.
The findings discussed suggest that there is a lack of theoretical knowledge provision within various thematic topics described and no existence of practice from the point of all specialty students that have participated in this research, which is not really favorable outcome for the higher education programs from the perspectives of constructivist learning and experiential learning theories.