Experience of Primary School Teachers with Inclusion Students in the Context of Teaching Mathematics: A Case Study

Autor/inn/en	Durmus, Mehmet Emin; Ergen, Yusuf
Titel	Experience of Primary School Teachers with Inclusion Students in the Context of Teaching Mathematics: A Case Study
Quelle	In: International Journal of Progressive Education, 17 (2021) 1, S.172-196 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Durmus, Mehmet Emin) ORCID (Ergen, Yusuf)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Elementary School Teachers; Teacher Attitudes; Inclusion; Mathematics Education; Students with Disabilities; Special Education; Individualized Education Programs; School Counselors; Help Seeking; Demonstrations (Educational); Game Based Learning; Dramatic Play; Questioning Techniques; Time Management; Student Evaluation; Achievement Gains; Barriers; Children; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Inklusion; Mathematische Bildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Individualized education program; Individualisierendes Lernen; School counselor; Beratungslehrer; Pädagogischer Berater; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Dramatisches Mittel; Theaterstück; Befragungstechnik; Fragetechnik; Zeitmanagement; Schulnote; Studentische Bewertung; Achievement gain; Leistungssteigerung; Child; Kind; Kinder; Ausland; Türkei
Abstract	This study investigated experiences of primary school teachers with inclusion students in the context of teaching mathematics. In the study the phenomenology design, which is one of the qualitative research designs, was used. The participants were determined by criterion-based sampling method. The participants of the study consisted of 21 primary school teachers with inclusion students. Research data were collected by a semi-structured interview form developed by the researchers. Content analysis method was used for data analysis. The study found that the participants mostly used rough evaluation forms in order to determine the gains when preparing IEP. In addition, most of the participants stated that they needed help in preparing IEP and they received the most of the help from school counselors. The participants stated that they mostly used demonstration, teaching with play and drama methods and that they could practice with inclusion students only during breaks, during social activities times or in the hours in the support training room apart from mathematic class. Moreover, it was found that most of the participants measured verbally gains of the inclusion students by question and answer method. It was also concluded that inadequacy of the time was the most common problem they encountered in the process of learning-teaching and assessment for the mathematics class. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: http://www.inased.org/ijpe.htm; Web site: http://ijpe.penpublishing.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01