Examining the classroom practices of middle school mathematics teachers in inclusive classes which possesses students of special learning difficulties

The purpose of this research is to examine in detail how mathematics teachers working in inclusive classrooms diagnosed with special learning disability apply and adapt the curriculum, teaching method, teaching groups, teaching materials, learning skills, homework, developing behavior and assessment and evaluation, and revealing how these activities take place. The research was designed as a nested multiple case pattern, one of the qualitative research methods, which is one of the case study designs. Research participants are 3 math teachers who attend 6th grade students who work in the largest district of one of the metropolitan cities in the Central Anatolia Region in the 2018-2019 academic year and have mainstreaming students diagnosed with special learning difficulties in their class. Participants were determined by typical case sampling, one of the purposeful sampling methods, and data were collected using the demographic information form, interview form and observation form developed by taking expert opinions. The obtained data were analyzed by descriptive analysis, one of the qualitative research analysis methods. According to the research findings, regarding teaching mathematics teachers; It was observed that they made some applications and adaptations related to the curriculum, teaching method, teaching materials, teaching groups, homework, developing learning skills, improving behavior and facilitating the monitoring of progress (evaluation). It has been determined that teachers mostly include precautions and regulations in the curriculum and evaluation studies.