Determining Practices of Classroom Teachers Who Have Mainstreaming and Special Needs Students in Their Classes

Abstract

The 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.

Evaluación diferenciada y Necesidades Educativas Especiales

“…Evaluación diferenciada para alumnos con discapacidad visual La evaluación de las personas ciegas puede realizarse de forma oral. Asimismo, se recomienda al docente sentar a los alumnos con discapacidad visual en parte delantera del salón de clases y permitir que el alumno grabe las lecciones, con el fin de facilitar su aprendizaje (Ahmet, 2021).…”