Educators? opinion about evaluation of success of student with intellectual disabilities included in primary education

As regulations defined ,education and training is compulsory for each individual who is in school age and evaluation is made for each invidiual who receives primary education within the regulations.In primary education, inculsion students with intellectual disability who are educated with their normal peers also should be evaluated together with them.But in this evaluation period both educators and students with intellectual disability expose to several problems.The aim of this study is to evaluate the success of these students who study in normal educational environment and to determine educators? views and suggestions on scoring system. Research is done during the period of 2008-2009 school year with 25 primary school teachers who are responsible with the education of 4th and 5th class students with intellectual disability coming from 17 different primary schools located in the city center of Eskişehir.Research data collected by using semi-structural interview which is one of the qualitative data collection method.Descriptive analysing technique is used for analysing interview data and acquired data is digitised. Data gathered by interview method is defined and interpreted.In research findings acquired by interview method, educators indicated the importance of education period in taking new educational decisions and determining the success of students with intellectual disability.It is observed that educators are in different practices while they are evaluating the success of intellectual disability students.Educators mention that the difficulties in the placement of the inclusion student success in normal education classes and they also state problems occurs when the students express themselves and inadequate support to solve these problems.Although explanations about how evaluation of inclusion students success should be made exists in the special education regulations, it is observed that educators don?t know the contents of the regulations or they remain incapable in practicing.Although there are several problems of inclusion, educators who adopt to inclusion practices, try to overcome these problems by their own efforts.