Investigation of the effectiveness of adapted social studies teaching with co-teaching in an inclusive environment on the cognitive and affective characteristics of students with specific learning disabilities

The education of students with specific learning disability (SLD) in mainstreaming/integration classes is gaining more and more importance day by day. On the other hand, teachers may have difficulties in terms of which activities to apply and how to apply to students with SLD in the classroom. The main purpose of this research, which was designed based on the importance of this, is to determine the effects of adapted co-teaching practices on the academic achievement, attitude towards the social studies (SS) course, social participation and decision-making skills of students with SLD in the 5th grade in social studies SS course. In addition, it was aimed to determine the opinions of students, teachers and families about this practice with the research. The research was carried out in four public secondary schools in the central district of Sivas province in the fall semester of the 2022/2023 academic year. The quantitative part of this research, which was designed in the simultaneous triangulation pattern with the mixed research method, was designed in the quasi-experimental design, and the qualitative part was designed with the action research model. The criterion sampling method was used to determine the experimental and control groups of the research. A total of 35 students with SLD were included in the study. While there were 18 students with SLD from 7 different classes in the experimental group, there were 17 students with SLD from 6 different classes in the control group. 7 SS teachers who had students with SLD in their class were included in the study. In the research, there are 5 SS teachers working in two different secondary schools in the experimental group in which co-teaching studies are carried out together. The number of teachers in the control group of the research is 2 SS teachers working in two different secondary schools. Adapted co-teaching studies were carried out in the experimental group, and normal teaching practices based on the current SS teaching program were carried out in the control group. The lesson plans of the adapted co-teaching application were prepared by the researcher and presented to the opinion of the SS teachers who were taught together at the planning stage. Adapted co-teaching phases conducted by the researcher and the SS teacher; It consists of planning, instructional process and evaluation steps. Quantitative data of the research; academic achievement test, SS attitude scale, decision making scale and social participation scales. Qualitative data are; student interviews, student diaries, teacher and family interviews before and after the application. In the analysis of the quantitative data of the study, dependent groups t test and independent groups t test were used. Content analysis and descriptive analysis method were used in the analysis of qualitative data. According to the quantitative findings obtained from the study, it was observed that there was a significant difference in favor of the post-test between the academic achievement, SS attitude and skill pre-test post-test scores of the students in the experimental group. It was determined that there was a significant difference in favor of the post-test between the academic achievement pre-test post-test scores of the students in the control group, but there was no significant difference in favor of the post-test between the SS attitude and skill pre-test post-test scores. In the qualitative findings obtained from the research, according to the opinions of the SS teachers in the experimental group; It has been found that there has been an increase in students' interest in the lesson and their behavior to comply with the classroom rules, that students' ability to express themselves in front of the community has improved, that they have developed positive communication, cooperation, self-confidence and sense of belonging. He stated that in-class materials should be diversified and spatial differences should be designed, and that the practice should be designed for all disability groups. The students in the experimental group, on the other hand, mostly; It was found that they liked concept map, poster design, group activities, discussing the subject with their friends, and repeating the lesson from audio recordings. However, the students described the lessons as fun, interesting, different and beautiful. Families, on the other hand, are more willing to attend school and study at home, that the student feels more successful, and that the student; They stated that there were differences such as self-confidence, positive peer communication, and an increase in respect for teachers. In this context, as a result of all these findings, it was concluded that the quantitative and qualitative findings of the research support each other. Based on these findings, it was concluded that adapted co-teaching practices were positively effective in the academic achievement, positive attitudes and skills of students with SLD who continue to the 5th grade of secondary school. It is known that the social development of the students in terms of positive peer communication, self-confidence and belonging is also positively affected in the interest, desire and participation of the students in the lesson. However, the ability of teachers to apply the adapted teaching method applied with co-teaching in inclusive environments should be developed. On the other hand different experimental studies can be carried out on co-teaching and instructional adaptation. Keywords: Specific learning disability, instructional adaptation, co-teaching, social studies teaching, mixed method