Experiences for inclusive students of primary school teachers in the context of mathematics teaching: A case study

In this study, it was aimed to determine the experiences for inclusive students of primary school teachers in the context of mathematics teaching. In this study, phenomenological design is used. Participants were determined by the criteria-based sampling method. The participants of the study consisted of 21 primary school teachers who have inclusive students in classroom. The data were collected over a semi-structured interview form developed by the researcher. Content analysis technique was used in the analysis of the data. In the study, it was concluded that the received support from counselors in the preparation of Individualized Education Plan (BEP) for the mathematics course and that the inclusive students were evaluated according to BEPs. In mathematics course learning, teaching and evaluation processes; it was seen that some problems such as lack of time, incongruity students could not express themselves, not being accepted by their peer and families' disinterest were experienced and most of the participants could not deal with inclusive students. It has been determined that primary school teachers have enough time for inclusive students in the support education room for mathematics teaching and they have a positive opinion about the use of support education room.