出版社：The International Institute for Science, Technology and Education (IISTE)
摘要：The aim of this study is to determine the opinions of teachers working at different levels of schools on the education of the inclusive students in their classroom with the diagnosis of special learning disability. Working group of this study is consisting of twenty teachers who are working at primary schools, secondary schools and high schools included in city center of Düzce at 2016-2017 school year and who are having inclusive student with the diagnosis of special learning disability in their classrooms. Case study which is one of the qualitative research methods is used in this study. The working group of the study composes of 20 teachers chosen by maximum variation sampling method. In the study, teachers’ opinions are collected by the semi-structured interview form prepared by the researchers. Content analysis method is used while analyzing datum and opinions are gathered under the themes and categories by giving frequencies. An in-depth analysis is made by direct citation to finds. As a result of the search, teachers mostly express their opinions about the students with the diagnosis of special learning disability; they notice the problem because of learning late, falling behind their peers while reading, writing and mathematics skills. And they express that cooperation is important during educational describing process, they feel themselves inadequate about preparation and implementation of individualized education program, and they make adaptations in teaching and they make adaptations in assessment and evaluation, and they cannot get family support. In the directions of research findings it is suggested that there must be standard of at least one special education teacher in all schools through permanent staff, support of special education teachers must be put behind regularly by counselling and research center at the processes of preparation and implementation of individualized education program afterwards, and parenting education must be done aimed at increasing the participation and support level of the parents. Keywords: Special education, special learning disability, inclusive education, teacher, family.
其他摘要：The aim of this study is to determine the opinions of teachers working at different levels of schools on the education of the inclusive students in their classroom with the diagnosis of special learning disability. Working group of this study is consisting of twenty teachers who are working at primary schools, secondary schools and high schools included in city center of Düzce at 2016-2017 school year and who are having inclusive student with the diagnosis of special learning disability in their classrooms. Case study which is one of the qualitative research methods is used in this study. The working group of the study composes of 20 teachers chosen by maximum variation sampling method. In the study, teachers’ opinions are collected by the semi-structured interview form prepared by the researchers. Content analysis method is used while analyzing datum and opinions are gathered under the themes and categories by giving frequencies. An in-depth analysis is made by direct citation to finds. As a result of the search, teachers mostly express their opinions about the students with the diagnosis of special learning disability; they notice the problem because of learning late, falling behind their peers while reading, writing and mathematics skills. And they express that cooperation is important during educational describing process, they feel themselves inadequate about preparation and implementation of individualized education program, and they make adaptations in teaching and they make adaptations in assessment and evaluation, and they cannot get family support. In the directions of research findings it is suggested that there must be standard of at least one special education teacher in all schools through permanent staff, support of special education teachers must be put behind regularly by counselling and research center at the processes of preparation and implementation of individualized education program afterwards, and parenting education must be done aimed at increasing the participation and support level of the parents. Key w ords: Special education, special learning disability, inclusive education, teacher, family.
