The investigation of educational identification processes in the counseling and research center of primary school students with inadequate math skills

In this study, it is aimed to determine the opinions of the counseling and research center staff, primary school classroom teachers with inclusive students in their classes, and the parents of students who had undergone inclusive education because of inadequacy in mathematical skills, regarding educational evaluation and identification processes in RAM. In the study, case study was used from qualitative research methods. The research sample consisted of 7 staff members working in RAM, 7 classroom teachers guiding students to RAM because they were inadequate in acquiring mathematical skills, and 7 parents whose children are in the age of primary school and received services from RAM due to inadequacy in acquiring mathematical skills. "Semi-structured interview technique" was used as data collection technique. In the interviews, starting from the initial identification stage, progressive questions such as pre-sending process, submission, detailed evaluation, deciding appropriateness for special education services, placement, BEP preparation, implementation and evaluation-monitoring were asked to the people in the sample. The data obtained in the study were analyzed by content analysis method. As a result of the research, it has been found that RAM staff have some difficulties in educational evaluation and identification process because of workload, personnel insufficiency and physical conditions in the RAMs. In interviews with classroom teachers, it has been seen that students experience difficulty mostly in learning abstract concepts, and that teachers have been doing special studies on these students and using special materials. In the parents' answers to the questions asked, when they were told that their children had been inadequate in acquiring mathematical skills, they were reacted with sadness, anxiety and fear. The parents also expressed that the classroom teachers and the guidance teachers were helpful in this process and stated that they were generally satisfied with the work of RAM. In addition, in this study, it has been seen that RAM staff, class teachers and parents have been doing some studies about special education. It has been proposed that RAMs and school administrations should organize training activities, and the Ministry should make legal arrangements to increase the qualifications of these studies and ensure that all these partners work collaboratively.