The evaluation of primary school social studies teaching program which was prepared for the educable mentally handicapped sutudents by teacher views

This study aims to evaluate the Social Studies Teaching Programme which was prepared for the educable mentally handicapped students according to the teacher?s views. The Research is a descriptive study and it was administered to 31 special education classroom teachers working at 19 primary schools in Adıyaman city center and its five districts; 12 special education classroom teachers working at five primary schools in Malatya city center; 17 special education classroom teachers working at ten primary schools in Şanlıurfa city center; 3 special education classroom teachers working at two primary schools in Mardin city center on 2009 - 2010 academic year.A questionnaire was developed to get the teachers? views about assessing the Social Studies Teaching Programme which was prepared for the educable mentally handicapped students and datas related to the aims of instruction curriculum, content, learning-teaching process and assessment components were collected through this questionnaire.Datas obtained through questionnaire were analyzed by frequency (f), percentage (%) and mean. ?t? test was used to determine whether the teachers? views vary in respect of gender and it was tested in the 0.05 significance level. One way variance analysis (anova) was used to determine whether the teachers? views vary in respect of seniority, graduation department and age. Variance was tested in 0.05 significance level. Datas obtained were interpretted through tables.According to the results of the study, it was found that;1.As for the targets in the curriculum:?Targets in the curriculum are not suitable to the level of the readiness of the educable mentally handicapped students.?Targets in the curriculum are not the functioning informations that students can use in their daily life.2.As for the content in the curriculum:?Students? intellectual properties are not taken into consideration during the preparing of curriculum content.?Content of the program is not feasible for the student-centered education.3.As for the learning-teaching process in the curriculum:?Physical conditions of classes for the educable mentally handicapped students are not suitable for these students.?Materials in the classrooms are not sufficient to implement the curriculum.4.As for the evaluation dimension of the curriculum:?Evaluation studies samples in the program are not sufficient.?Criterias in the evaluation dimension of the curriculum are not suitable for the educable mentally handicapped students.Key words: Education, special education, curriculum , programme evaluation, learning disabilities, educable.