Analysis of the application process of mathematics education at home of the 10th grade student with special needs

The aim of our research includes the opinions of the 10th grade high school student who had to continue his education at home due to his physical difficulties, about the education he received at home, and the information on how the home education process continues. This study, which was carried out in the form of a "Case Study", one of the qualitative research methods, was carried out with the participation of the student, the student's older sister, and the mathematics teacher who continue education at home in Siirt Province Barış Neighborhood in the 2020-2021 academic year. The data emerged as a result of the semi-structured interview form with the student and the student's older sister, and the views of the course teacher, course observations and course records. All the data obtained after the interviews with the student and her sister were tried to be analyzed within the framework of sub-problems with descriptive analysis, and lesson observations and course records were analyzed with content analysis. Before starting the research, a special IEP was prepared for the student and this program was adhered to throughout the application. In the findings of the research, it was tried to find the answers to the questions based on the sub-problems. As a result of the research, it was seen that the student with physical difficulties was satisfied with the home education application, he could not continue the lessons with his peers and had difficulties in the lessons due to his physical difficulties. It was observed that the older sister of the student complained about the legal procedures of home education, her brother developed cognitively and emotionally during home education, but she could not socialize because she taught alone and said that they did their best to increase the academic success of the student. It was observed that the teacher was more active in the lessons, applied various methods for the student to understand the subject, and the student participated in the lessons as a listener. It was concluded that the teachers participating in home education should receive in-service training before starting the education and this work should be done on a voluntary basis. Since home education is a cooperative practice, it was concluded that teachers and families should be in contact and carry out this work together.