Examine the physics lesson in the integration applications at the level of the vocational high school

The aim of this research is to examine the application of physics classes in the integration classes at the level of the vocational high school where students with hearing impairment are present. Designed as a research case study. Participants were three physics teachers, two guidance teachers, a school manager, three students with hearing impairment and their parents, three normal hearing students, and two parents. The survey data were collected through field observations, semi-structured interviews and document review. The data were analyzed using various analysis techniques at the end of the research process. The characteristics of vocational high school, physcis education at vocational high scholl, inclusion at vocational high school and The subjects of application of the physics course in the mainstreaming classes where the students with hearing impairment in the vocational school were found. When the findings of the characteristics of the profession are examined, it has been determined that appropriate physical environments can not be provided to the students with hearing impairment in the classroom. It has also been shown that students with lower academic levels come to the school after the TEOG exam and students with hearing impairment are included. It was the result of the students having psychological and family problems especially in the school. However, the obligation to employ specially qualified personnel in the enterprises related to the students with hearing impairment especially after the high school, the transition without examination to the vocational schools and it is stated that E-KPSS has the right to enter the civil service. When the findings of the physics education carried out in the vocational school were examined, it was determined that the teachers planned their lessons in accordance with the regulations and the number of weekly lesson hours is low. It has also been the result of many of their lessons being conducted using direct narrative methods, question-answer and homework strategies and by designing problem solving activities. On the other hand, it is stated that there are no laboratories in the school, that there is no experiment in the lessons and that they mostly use the official textbook as teaching material. During the evaluation process, it was determined that they had also performed the number of examinations written in the regulations and asked different types of questions during the examinations. Finally, it has been stated by the teachers that the academic level of especially hearing students is very low. When the findings of the integration training in the vocational high school were examined, it was determined that the participants were in a positive attitude towards the integration education in general and it has been determined that a certain level of inclusion has been established in the schools. However, although the participants have theoretically set the criteria, especially the students in the classroom are required to stay in the room, device control and maintenance, problems with the regulation of the environment for special needs, and they have made suggestions. Participants were not assigned IEP in accordance with the criteria of other problems they were concerned with, and support education services were never provided. In addition both guidance and physics teachers were found not to have sufficient knowledge about the education of children with hearing impairment and that there was no in-service training on the subject. When the findings about the application of the physics course are examined in the integration classes in which the students with hearing impairment in vocational high schools are present it has been stated that no special study has been done to students with hearing impairment in the planning, implementation and evaluation processes of physics education. It was determined that the teachers did not have information about the topic and that the students did not attend the classes. In addition, according to the students with hearing impairment, it was determined that especially the teachers had difficulty in following the lesson during verbal expressions, from time to time it is difficult to hear because of the noise, they can only read the books written on the board. On the other side it was determined that they had communicated with their peers and cooperated in particular with the issues that missed.