Examination of the instructional process carried out by the science teachers with mainstreaming students diagnosed learning disabilities

The aim of this study is to examine the instructional process carried out by the science teachers with mainstreaming students diagnosed learning disabilities. This study is a descriptive research. The study was carried out with 121 science teachers working in the schools affiliated to the Ministry of National Education in the 2015-2016 academic year. Questionnaire and interview were used as a data collection tool. The questionnaire developed by the researcher, was applied to 121 science teachers. Semi-structured interviews were conducted with 18 science teachers in order to obtain more in-depth information on the findings of the questionnaire. The qualitative data obtained in the study are analysed with using content and descriptive analysis techniques. At the end of the study, it was determined that the majority of science teachers who participated in the research did not receive in-service training related to mainstreaming students and their applications. It was determined that science teachers were not prepare sufficient and applicable Individualized Education Program. In addition, science teachers who prepared the Individualized Education Program is experiencing difficulties in practice. It was determined that science teachers were not sufficiently interested with mainstreaming students diagnosed learning disabilities because of the various reasons (such as crowded classes and school physical inadequacy) in the Individualized Education Program application process. In-service training courses can be organized for teachers to make up for their deficiencies in the mainstreaming process. Teachers can be provided with material and resource support for their own branches, as material and resource support can be effective in achieving successful mainstreaming. Keywords: Science Teacher, Mainstreaming Education, Individualized Education Program, Learning Disabilities.