Religion education of mentally disabled inclusive education students (The effect of the individualized teaching program on the success of the student)

In Turkey, mild level mentally disabled students are educated in general education classes by means of integration. One of the theories that the religion education given in these classes since 2005-2006 training and education year, based on is the constructivist learning approach. However, it is not yet adequately discussed whether this approach, which claims that the learning is actualized by being structured by the individual, is suitable for inclusive students with mental retardation. The aim of this research is to determine the effect of organized (örgün) religion education based on a constructivist learning approach on the achievement of mentally retarded students. For this purpose, 2 hours of instruction a week were provided during the education and training year in the supportive education room in addition to the training given in the general education class for 6 mild level mentally disabled students in the 4th grade primary school. This Quasi Experimental Designs study is organized according to the single-tasked multiple-baseline model. The results of this study were tried to be determined by the pre-test, post-test and permanence tests based on Achievement Tests, Teachers Observations Forms, the Self-Assessment Forms and Parent Evaluation Forms. The data obtained in the education process were classified according to the learning areas in the curriculum of the Primary School Religious Culture and Ethic Knowledge (İDKAB) course. The students were evaluated individually and the degrees of achieving achievements included in the IDKAB course curriculum were stated as percentages. In addition, special findings concerning religion education of the study group students are descriptively handled. As a result of the study, it was seen that inclusive religion education based on constructivist learning view positively affected the achievements of the mentally disabled inclusive education students. In this frame, it has been determined that students are influenced by the community especially by the peers, when they are given time they construct religious knowledge, they mean the religious behavior of normal individuals, they are more emotional, they forget unused religious information in everyday life, they achieve target achievements, and as long as they succeed they internalize the values and their self confidence and self-esteem is increased. Depending on these results, it may be suggested to design religious activities for mentally disabled inclusive education students (ZEKÖ), individualize religious education within the Individualized Education Program (BEP) and Individualized Teaching Program (PEP) in the supportive education room and accommodate religious activities which support the independent life of the students in everyday life. Keywords: Inclusion, Religion Education, Mentally Disabled, Constructivism