Determining practices of classroom teachers who have mainstreaming and special needs students in their classes

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dc.authorid0000-0003-0694-3205en_US
dc.authorid0000-0002-1143-1207en_US
dc.contributor.authorGür, Pelin
dc.contributor.authorYıkmış, Ahmet
dc.date.accessioned2023-07-21T07:19:44Z
dc.date.available2023-07-21T07:19:44Z
dc.date.issued2021en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Özel Eğitim Bölümüen_US
dc.description.abstractThe aim of this research is to determine, interpret and provide recommendations on instructional practices and evaluation of classroom teachers working with mainstreaming students at schools in the North Cyprus. A qualitative research method was used in the research. Data was collected through semi-structured interviews as one of the qualitative data collection methods. The interview form used in the research included 10 questions related to design and teaching practices as well as evaluation of the effectiveness of the instruction. Interviews were conducted with 12 classroom teachers working at mainstreaming classes under the North Cyprus Ministry of National Education and all interviews were recorded. These data were transferred to a digital environment where they were interpreted as code titles. The results showed that classroom teachers carry out in-class practices for teaching methods and activities of their mainstreaming students, and benefit from visual materials that they prepared with an assistant teacher. However, the classroom teachers also stated that they are unable to allocate time for their mainstreaming students because of the large numbers of students in the class and therefore they send their mainstreaming students to the special education teachers in their schools. It was determined that classroom teachers make their evaluations based on the level, interest and ability of students when evaluation the effectiveness of teaching.en_US
dc.identifier.doi10.23947/2334-8496-2021-9-2-227-239
dc.identifier.endpage239en_US
dc.identifier.issn2334-847X
dc.identifier.issn2334-8496
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85114807851en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage227en_US
dc.identifier.urihttp://dx.doi.org/10.23947/2334-8496-2021-9-2-227-239
dc.identifier.urihttps%3A%2F%2Fwww.webofscience.com%2Fwos%2Fwoscc%2Ffull-record%2FWOS:000692531000007
dc.identifier.urihttps://hdl.handle.net/20.500.12491/11324
dc.identifier.volume9en_US
dc.identifier.wosWOS:000692531000007en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherASSOC DEVELOPMENT SCIENCE ENGINEERING & EDUCATIONen_US
dc.relation.ispartofInternational Journal of Cognitive Research in Science Engineering and Education-Ijcrseeen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectMainstreaming Educationen_US
dc.subjectInstructional Practicesen_US
dc.subjectEvaluation in Educationen_US
dc.subjectMainstreaming in North Cyprusen_US
dc.subjectInclusionen_US
dc.subjectAttitudesen_US
dc.titleDetermining practices of classroom teachers who have mainstreaming and special needs students in their classesen_US
dc.typeArticleen_US

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