|Published online: May 19, 2014||$US5.00|
The main aim of this study is to discover the problems faced by teachers about inclusive education in the teaching-learning process in multigrade classes and discuss the possible solutions. The qualitative research approach was used in this study. Also, the criterion sampling method, which is a purposive sampling method, was used in the study. According to the criterion for sample selection, the study enrolled teachers teaching at schools with multigrade classes offering inclusive education. The data was collected through semi-structured interviews and then analyzed by means of content analysis. The study found that the participating teachers did not use materials prepared for students with special needs in the teaching-learning process, that they were not able to implement the group teaching method for students with special needs, that they used individualized teaching methods, and that made adaptations by simplifying learning content for these students. In addition, the study revealed that the participating teachers had problems with the teaching process in inclusion classes, which had a negative effect on the productivity of teaching-learning process. Finally, the study determined that the participating teachers were not able to create an effective collaboration with normally developing children, parents, and other specialized staff for a successful teaching-learning process.
|Keywords:||Inclusive, Multigrade Classes, Teaching-Learning Process|
International Journal of Pedagogy and Curriculum, Volume 20, Issue 4, November 2014, pp.25-34. Article: Print (Spiral Bound). Published online: May 19, 2014 (Article: Electronic (PDF File; 700.971KB)).
Student, Department of Elementary Education, Osmangazi University, Bursa, Bursa, Turkey
Assistant Professor, Department of Elementary Education, College of Education, Eskisehir Osmangazi University, Eskisehir, Eskisehir, Turkey