This study aims to identify needs and priorities of learners with special needs for support services in an open and distance teaching university in Turkey based on disability type. Exploratory sequential design was adopted. In the qualitative phase, semi-structured interviews were performed with six individuals from each group, including hearing impairment, visual impairment, and physical disability to determine the needs of the learners. Data were coded based on a thematic framework involving managerial, pedagogical, social, and technical support. To determine the priorities of the learners with special needs for support services in the quantitative phase, surveys were developed separately for three groups with disabilities based on the qualitative findings. A total of 703 learners took part in the surveys. The quantitative data were analyzed using descriptive statistics. Findings of the study revealed that learners with special needs require a wide variety of services regarding managerial, pedagogical, social, technical and vocational support. Existing support systems need to be improved and awareness for these systems should be increased to make services more inclusive.

中文翻译：

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在土耳其的开放和远程学习环境中确定对支持服务有特殊需求的学习者的需求和优先事项

本研究旨在根据残疾类型确定土耳其一所开放和远程教学大学中对支持服务有特殊需求的学习者的需求和优先事项。采用探索性顺序设计。在定性阶段，对每组六个人进行半结构化访谈，包括听力障碍、视力障碍和身体残疾，以确定学习者的需求。数据基于涉及管理、教学、社会和技术支持的主题框架进行编码。为了在定量阶段确定对支持服务有特殊需求的学习者的优先事项，根据定性调查结果分别针对三个残疾群体进行了调查。共有 703 名学习者参加了调查。使用描述性统计分析定量数据。研究结果表明，有特殊需要的学习者需要在管理、教学、社会、技术和职业支持方面提供广泛的服务。现有的支持系统需要改进，并应提高对这些系统的认识，以使服务更具包容性。