Examining the teaching with co-teaching approach in an inclusive kindergarten classroom: An action research

One of the prerequisites for increasing the quality of inclusive practices is the provision of special education support services. Co-teaching is one of these special education support service models. In this direction, the aim of the research was determined as examining the co-teaching approach in an inclusive kindergarten classroom. The research was designed as an action research. The research carried out in a kindergarten classroom in a rural area; The researcher as a special education teacher and a kindergarten teacher, a total of 20 students, one with hearing impairment and one with temporary protection status, participated in the study. As data collection techniques in the research; participant information form, interviews, video recordings, audio recordings, observations, researcher's diary and documents were used. The obtained data were analyzed systematically. In the analyzes carried out at the end of the research; it was determined that the adaptation process among teachers was overcome in a short time, and with the increase in harmony, teachers systematically carried out planning, implementation and evaluation activities together, applied different i-teaching models and exhibited cooperation throughout the process. In addition, it has been determined that the classroom has become more suitable for the inclusive philosophy with the arrangements made with the application, all students in the classroom have made academic and social development, and teachers have contributed to the professional development necessary to make the inclusive practices qualified.