The problems that primary school teachers, who have also students with special needs in their classrooms, experience in classroom manegement and the strategies they use to overcome them

The aim of this study is to establish problems that primary school teachers with special need students in their class face during class management and methods they use to overcome these problems. The study covers views and comments of ten teachers of inclusion classes working at four primary schools at Kepez Directorate of National Education during 2012-2013 educational years. Participants were chosen by ?maximum variety sampling method?. Qualitative methods of research were used in the study. A tape recorder was used during the study. Interviews were analyzed using content analysis technique and frequency and percentages were calculatedAccording to the data obtained from the research, communication problems with special need students, denial of special need students by other students, the crowdedness of classes not allowing enough time for special need students, unsuitable physical environment, poor communication between class teacher and special need students? teacher were found to be the main problems faced by teachers who have special need students in their class.Adaptation and modification of sitting positions depending on the needs of special need students, creating a class atmosphere based on love, paying close attention to special need students, consulting advisors, awarding, good communication with parents, preparing special activities, and making use of peer education techniques can be stated as methods that teachers can use in the management of classes with special need students.The study is of importance regarding methods to cope with problems and challenges that primary school teachers face in the management of classes with special need students.Key words: Mainstreaming, Inclusive education, Class teachers, Classroom management