Examination of Teaching Practices in Inclusive Classrooms: The Case of Middle School Mathematics Teachers

Gönül Yazgan Sağ; Ziya Argün

Makale detayları

Examination of Teaching Practices in Inclusive Classrooms: The Case of Middle School Mathematics Teachers

Yazarlar:

Gönül Yazgan Sağ | Ziya Argün

Yayıncı:

Ankara University

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 1, pp.1-17

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001284593

pISSN:

1304-7639

Anahtar kelimeler:

Özet:

 Introduction: A sizable portion of inclusion students are those with special learning difficulties. Inclusion classrooms should strive to provide the least restrictive learning environment possible in order to help students with particular learning difficulties achieve the best results in inclusion classes. To provide this least restrictive educational environment, various teaching practices and adaptations are required. The aim of this study was to examine in detail how middle school mathematics teachers who have students with special learning disabilities in their classrooms apply their teaching practices and adaptations as well as to demonstrate how they carry out these activities. Method: This qualitative research, that is among case study designs, was designed as an embedded multi-case study research. Three math teachers who teach mathematics in a sixth-grade inclusion class participated in the study. The studys data were collected by using demographic data forms, interview forms, and observation forms created by the researchers. Descriptive analysis, one of the analysis techniques used in qualitative research, was used to examine the raw data. Findings: The results of the study revealed that math teachers used a variety of teaching strategies and adaptations in relation to the curriculum, instructional strategies, instructional materials, teaching groups, instructional homework, the development of learning skills, the improvement of behavior, and the facilitation of the monitoring of progress evaluation. Discussion: According to the study, teachers primarily followed rules and regulations when working on curriculum and evaluation projects. This study, therefore, recommends that due consideration should be given to all practices and modifications in the teaching process, aside from those that are related to the curriculum and evaluation.

 Introduction: A sizable portion of inclusion students are those with special learning difficulties. Inclusion classrooms should strive to provide the least restrictive learning environment possible in order to help students with particular learning difficulties achieve the best results in inclusion classes. To provide this least restrictive educational environment, various teaching practices and adaptations are required. The aim of this study was to examine in detail how middle school mathematics teachers who have students with special learning disabilities in their classrooms apply their teaching practices and adaptations as well as to demonstrate how they carry out these activities. Method: This qualitative research, that is among case study designs, was designed as an embedded multi-case study research. Three math teachers who teach mathematics in a sixth-grade inclusion class participated in the study. The studys data were collected by using demographic data forms, interview forms, and observation forms created by the researchers. Descriptive analysis, one of the analysis techniques used in qualitative research, was used to examine the raw data. Findings: The results of the study revealed that math teachers used a variety of teaching strategies and adaptations in relation to the curriculum, instructional strategies, instructional materials, teaching groups, instructional homework, the development of learning skills, the improvement of behavior, and the facilitation of the monitoring of progress evaluation. Discussion: According to the study, teachers primarily followed rules and regulations when working on curriculum and evaluation projects. This study, therefore, recommends that due consideration should be given to all practices and modifications in the teaching process, aside from those that are related to the curriculum and evaluation.

 Introduction: A sizable portion of inclusion students are those with special learning difficulties. Inclusion classrooms should strive to provide the least restrictive learning environment possible in order to help students with particular learning difficulties achieve the best results in inclusion classes. To provide this least restrictive educational environment, various teaching practices and adaptations are required. The aim of this study was to examine in detail how middle school mathematics teachers who have students with special learning disabilities in their classrooms apply their teaching practices and adaptations as well as to demonstrate how they carry out these activities. Method: This qualitative research, that is among case study designs, was designed as an embedded multi-case study research. Three math teachers who teach mathematics in a sixth-grade inclusion class participated in the study. The studys data were collected by using demographic data forms, interview forms, and observation forms created by the researchers. Descriptive analysis, one of the analysis techniques used in qualitative research, was used to examine the raw data. Findings: The results of the study revealed that math teachers used a variety of teaching strategies and adaptations in relation to the curriculum, instructional strategies, instructional materials, teaching groups, instructional homework, the development of learning skills, the improvement of behavior, and the facilitation of the monitoring of progress evaluation. Discussion: According to the study, teachers primarily followed rules and regulations when working on curriculum and evaluation projects. This study, therefore, recommends that due consideration should be given to all practices and modifications in the teaching process, aside from those that are related to the curriculum and evaluation.

 Giriş: Özel öğrenme güçlüğü olan öğrenciler kaynaştırma öğrencileri içerisinde büyük bir grubu oluşturmaktadır. Özel öğrenme güçlüğü olan öğrencilerin kaynaştırma sınıflarındaki öğretimden en iyi şekilde faydalanmaları için bu sınıfın en az kısıtlayıcı eğitim ortamı olması amaçlanmaktadır. En az kısıtlayıcı eğitim ortamı öğretim ile ilgili çeşitli uygulama ve uyarlamaları gerektirmektedir. Bu araştırmada sınıflarında özel öğrenme güçlüğü tanısı konulmuş öğrencileri bulunan ortaokul matematik öğretmenlerinin öğretim ile ilgili uygulama ve uyarlamaları nasıl yaptıklarını detaylı olarak incelemek ve bu faaliyetleri nasıl gerçekleştirdiklerini ortaya koymak amaçlanmıştır. Yöntem: Bu nitel araştırma, durum çalışması desenlerinden iç içe geçmiş çoklu durum deseni olarak tasarlanmıştır. Araştırmanın katılımcıları bir devlet okulunda 6. sınıf öğrencilerinin matematik dersine giren ve sınıfında özel öğrenme güçlüğü tanısı konulmuş kaynaştırma öğrencisi bulunan 3 matematik öğretmenidir. Araştırmanın verileri araştırmacılar tarafında geliştirilen demografik bilgi formu, görüşme formu ve gözlem formu kullanılarak toplanmıştır. Elde edilen ham veriler, nitel araştırma analiz yöntemlerinden betimsel analiz ile analiz edilmiştir. Bulgular: Araştırma bulgularına göre matematik öğretmenlerinin öğretim ile ilgili olarak; öğretim programı, öğretim yöntemi, öğretim materyalleri, öğretim grupları, ödevler, öğrenme becerilerinin geliştirilmesi, davranışın geliştirilmesi ve ilerlemenin izlenmesini kolaylaştırma değerlendirme ile ilgili çeşitli uygulama ve uyarlamalar yaptıkları görülmüştür. Tartışma: Öğretmenlerin daha çok öğretim programı ve değerlendirme çalışmalarında önlem ve düzenlemelere yer verdikleri tespit edilmiştir. Araştırma sonucunda ortaokul matematik öğretmenlerinin öğretimin program ve değerlendirme uygulamalarının yanında öğretim sürecindeki tüm uygulama ve uyarlamalara önem vermeleri önerilmektedir.

Makale detayları

Examination of Teaching Practices in Inclusive Classrooms: The Case of Middle School Mathematics Teachers

Yazarlar:

Gönül Yazgan Sağ | Ziya Argün

Yayıncı:

Ankara University

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 1, pp.1-17

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001284593

pISSN:

1304-7639

Inclusion

special learning disability

least restrictive educational environment

teaching practices

middle school mathematics teachers

Kaynaştırma

özel öğrenme güçlüğü

en az kısıtlayıcı eğitim ortamı

öğretim ile ilgili uygulamalar

ortaokul matematik öğretmenleri

Sayı

Makale detayları

Yazarlar: Gönül Yazgan Sağ | Ziya Argün

Yayıncı: Ankara University

Dergi: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 1, pp.1-17

Belge Tipi: Makale

Yayın Tarihi: 1/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001284593

pISSN: 1304-7639

Sayı

Yazarlar:

Gönül Yazgan Sağ | Ziya Argün

Yayıncı:

Ankara University

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 1, pp.1-17

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001284593

pISSN:

1304-7639