Opinions of the teachers of inclusive classes in primary schools about instructional adaptations in mathematics for students with intellectual disabilities

The aim of this research is to determine the opinions of teachers of inclusive classes about instructional adaptations in mathematics for students with intellectual disabilities in 4th. and 5th. classes of primary schools. This research was carried out based on the opinions of the teachers of primary school inclusive classes in Eskisehir in 2008-2009 Education year. In the research, the screening model was used and 26 inclusive class teachers were interviewed.Data of research were collected by using semi-structured interview technique which is a qualitative data collection method. In analyzing the interview data, descriptive analysis technique was employed; qualitative data were transformed into quantitative data and frequency calculation was done.According to the results of the research, it is observed that teachers make limited instructional adaptations and modifications of mathematics, regarding the individual differences and learning performances of students. They make some adaptations and modifications on the content of education, on the individualization of mathematic program, instructional environment and on testing-assessment. The teachers have problems but don?t get support in the process of making instructional adaptations and modifications. They express the importance of the support of teachers, headmasters, educational administrators, families for the solution of these problems.