EXAMINATION OF TEACHERS' VIEWS ABOUT THE STUDY SKILLS OF INCLUSION/INTEGRATION STUDENTS

Abstract

The general purpose of this study is to determine primary school teachers' views on mainstreaming/integration students' study skills. In this study, the case study design which is one of the qualitative research methods, and, the semi-structured interview technique was used as the data collection method. The data obtained through the interview technique were analyzed with the descriptive analysis approach. A total of 9 classroom teachers, 6 female, and 3 male, who have mainstreaming/integration students in their classes, participated in the study voluntarily. As a result of the research it was found that, mainstreaming/integration students need family and teacher support on planned study and homework, do not study in a planned course in cases where support is not provided, do not do their homework, do not do the tasks given in the class on time, do not act independently in listening to the lesson and taking notes, do not use the course materials regularly, but participate actively in subjects that interest them and came to the lessons on time.