An Investigation of the Views of Foreign Language Teachers with Inclusion Students in Classrooms on Teaching Methods and Techniques They Use in Their Teaching Processes: A Qualitative Approach
Inclusion of Students in Classrooms
Abstract
Based on the fact that students have different abilities and needs, inclusive practice aims to include individuals with special needs in general education environments provided that support special education services are provided. In these classes, students with special needs are not educated in a separate educational environment, but in general classes with other students. In Turkey, inclusive education was legalised with the Law No. 2916 on Children in Need of Special Education, which entered into force in 1983. When the literature is examined, it is seen that the studies on teaching methods and techniques used in foreign language teaching processes to students with special needs are quite limited. The aim of this study is to examine the opinions of foreign language teachers who have inclusive students in their classrooms about the teaching methods and techniques they use in teaching processes. The method of this research is semi-structured interview method. The participant group of the study consisted of 10 teachers working in Konya Meram Nuri Pakdil Anatolian High School and Mehmet Karaciğanlar Mevlana Imam Hatip Secondary School who had inclusive students in their classes. Data were collected through a semi-structured interview form. The analysis of the data was analysed by descriptive analysis method. According to the results of the study, teachers use technology, physical and sensory activities when teaching a foreign language to integrated students and achieve positive results; however, students have difficulty in following instructions and understanding what they read. In addition, due to crowded classes and lack of sufficient information, programs cannot be implemented effectively, students have difficulty participating in class activities, assessment tools need to be revised, and families should give more importance to language education.
Keywords: Qualitative Research, Teacher Education, Individuals with Special Needs, Inclusion Practice.
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