Opinions and suggestions of teachers who provide support education in primary schools about teaching mathematics to students with special learning disabilities

The aim of this research is to determine the experiences of teachers providing support education in primary schools regarding mathematics teaching with students with specific learning disabilities (SLD) and to examine in depth the positive and negative situations experienced in the teaching processes. In the study where the basic research method within the qualitative research model was used, a semi-structured interview form prepared by the researcher was used as a data collection tool. 22 teachers who provide support education services to students diagnosed with SLD in support education rooms in primary schools were interviewed, and the obtained data were analyzed with content analysis. As a result of the research, it was found that teachers were mostly assigned to support education rooms because they were above the norm, they did not have sufficient and accurate information about mathematics learning difficulties, they determined the difficulties their students experienced in mathematics mostly based on their personal observations and experiences during the lesson, and the IEP prepared by classroom teachers at the stage of planning mathematics teaching. have been found to use. Students with SLD have difficulties especially in rhythmic counting, number concept, four operations, problem solving, and memorization of multiplication tables. In teaching mathematics, teachers use methods such as teaching with concrete materials, repetition, learning by doing, question and answer, teaching through presentation, teaching with daily life examples and games. They mostly teach with printed materials, standard mathematics tools, smart boards, and mostly use multiple choice tests/studies. They use papers/exams as measurement and evaluation tools. DEO teachers generally communicate adequately with their students' classroom teachers and families, and share information about revision of studies, academic studies, and homework. The difficulties encountered in practice are the inadequacy of physical conditions and lesson hours, students being uninterested and reluctant towards the lesson, families being indifferent and not having sufficient awareness, supportive education, and teachers' lack of knowledge about SLD. Teachers made suggestions regarding teaching such as improving physical conditions, getting to know the student, using appropriate teaching methods, being planned, giving importance to repetition, professional development, and communication and cooperation with the family and classroom teacher. Key Words: Inclusive Education, Specific Learning Disability, Mathematics Learning Disability, Support Education Room, Support Education