Defining teachers' practices in the assessment process of students' with mental disability math abilities concept and operations

The aim of this study is to identify teachers' practices in the assessment process of students' with mental disability math abilities concept and operations. The participant of this study consisted of twenty one teachers who work in 2013-2014 school year in primary and special education school located in the city center of Bolu. In this study, interview method one of the qualitative research methods was used.and in order to define teachers' practices in the assessment process of students' with mental disability math abilities, concepts and operations a semi-structured interview technique was used and fourteen questions were asked which were prepared previously. The research data was analyzed according to content method. Personal information form was developed for gathering personal information about the teachers. The findings of the research shows that the majority of teachers assess students' mathematic performance before, during and after instruction. It is found that teachers make some adaptations on material and environment. Teachers take into consideration students' characteristics while they make these adaptations. Also it is found that teachers face some problems and they try to resolve these problems. According to the gathered information teachers generally use technology in assessment process. The teachers who participated in this study made suggestions to other teachers, school administrations and teacher training institutions for better math abilities, concept and oparations assessment.