Perceptions and Experiences of Special Education Students towards Mersin Tourism
Main Article Content
Abstract
This study phenomenologically examines the tourism perceptions and experiences of special education students in Mersin. The fundamental problem is the inadequacy of Mersin's tourism infrastructure in meeting the needs of these students, and the research aims to analyze their tourism perceptions, expectations, and experiences specific to Mersin to propose solutions. Data were collected through semi-structured interviews; findings have shown that students perceive tourism positively but face significant barriers in Mersin regarding fundamental elements such as transportation, accommodation, and the accessibility of tourist attractions. While sea, nature, cultural, and entertainment tourism are preferred, accessible information and social acceptance were also identified as important factors. Consequently, comprehensive improvements in transportation, accommodation, site accessibility, and information services are required for Mersin to become an accessible and inclusive tourism destination for special education students, which will enhance their social participation.
Article Details
References
Barnes, C., Mercer, G., & Shakespeare, T. (1999). Exploring Disability: A Sociological Introduction. Polity Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
Darcy, S., & Buhalis, D. (2011). Accessible tourism: Concepts and issues. Channel View Publications.
Darcy, S., & Dickson, T. J. (2009). A whole-of-life approach to tourism: The case for accessible tourism experiences. Journal of Hospitality and Tourism Management, 16(1), 32-44.
Giorgi, A. (2009). The descriptive phenomenological method in psychology. Duquesne University Press.
Güloğlu, F. K. (2022). Engellilik hakkında kavramsal karmaşanın nedenleri ve Türkiye’deki durum. Toplum ve Sosyal Hizmet, 33 (1), 291-315.
Kirk, S. A., Gallagher, J. J., Coleman, M. R., & Anastasiow, N. J. (2015). Educating exceptional children (p. 560). Stamford, CT: Cengage Learning.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Sage publications.
Oliver, M. (1990). The politics of disablement—New social movements. In The politics of disablement (pp. 112-131). London: Macmillan Education UK.
Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
Poria, Y., Reichel, A., & Brandt, Y. (2011). Dimensions of hotel experience of people with disabilities: An exploratory study. International Journal of Contemporary Hospitality Management, 23(5), 571-591.
Richards, G., & Hall, D. (2000). Tourism and sustainable community development. Routledge.
United Nations. United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). 2006. https://www.un.org/disabilities/documents/convention/convoptprot-e.pdf
UNWTO. (2019). UNWTO tourism highlights, 2019 edition. World Tourism Organization. https://www.e-unwto.org/doi/pdf/10.18111/9789284421152
World Health Organization (WHO). (2011). World report on disability. World Health Organization. https://www.who.int/publications/i/item/9789241564182
Yau, M. K-S., McKercher, B., & Packer, T. L. (2004). Travelling with a disability: more than an access issue. Annals of Tourism Research, 31(4), 946-960.