Investigation of preschool teachers views on early literacy skills implemented to students with intellrctual disability

The study aims to investigate the views of preschool teachers on early literacy skills implemented to students with intellectual disability.Working group of the study consisted of 10 preschool teachers employed in independent Anatolian and primary school based preschools that had students with intellectual disability in their classes in the province of Bolu selected from the Western Black Sea Region through purposeful sampling method. 19 questions were identified to obtain teachers? views.Data for the study was collected with the help of semi-structured interviews which is a qualitative data collection tool. The data obtained at the end of interviews were analyzed by the researcher by utilizing content analysis according to pre-determined criteria.The findings of the study show that students have low levels of intellectual disability, limited language and communication skills, self-care and social skills and physical disabilities. It was seen that teachers ensured the acceptance of students with intellectual disability among the others by informing the students with normal development levels about the students with intellectual disability and by modeling positive behavior in the classroom. In addition to the objectives and attainments specified in the preschool teaching curriculum, teachers identified different educational objectives while teaching early literacy skills. It was identified that the use of social reinforcers was the most preferred method by the teachers, teachers did not prefer the use of differentiated educational environments and processes and that individualized education programs were not prepared during the early literacy skills education. Results show that interaction between students with intellectual disability and students with normal developmental levels was provided with the use of verbal expressions, expert support was needed and parental support was existent the teaching of early literacy skills. Teachers? answers displayed they believed that all early literacy skills were important, that these skills were the basis and preconditions for reading and writing and the areas with the highest level of improvement were language, visual discrimination and hand-eye coordination skills. It was determined that teachers do not regard themselves qualified enough to teach early literacy skills, methods such as in-service training and seminars are needed to support the preschool teachers for a successful early literacy skills education and materials should be developed to teach students with intellectual disability.Key words: Intellectual Disability, Early Literacy Skills, Preschool Education