Determining the Effect of Continuous and Regular Classroom Teacher Change on Inclusion Students According to Teachers' Views

Abstract

In this study, according to the opinions of primary school teachers, it is aimed to determine the effect of continuous and regular classroom teaching change on mainstreaming students in schools where inclusive education is provided in the Turkish Republic of Northern Cyprus. The phenomenological model, which is one of the qualitative research methods was used in this study to demonstrate semi-structured interviews were conducted and the opinions of the participants were analyzed by descriptive analysis method. The interviews were held in home, cafe and school environments with the participation of 28 classroom teachers working in the TRNC, by taking COVID-19 precautions. In the findings obtained in the research, it was concluded that the continuous and regular classroom teacher changes had a negative effect on mainstreaming students. Primary school teachers stated that they needed more than one year for the continuation of the rapport and educational arrangements between the students and teachers. After the change, it was revealed that teachers were concerned about the academic development of their students with special needs. It has been determined that the classroom teachers are of the opinion that inclusive education should be done but they undecided about the students who receive inclusive education are necessity of grade repetition. In order to overcome these difficulties, they allocate more time to their students with special needs by collaborating with special education teachers and school counselors. In addition, teachers need more information about the method to be applied to the students and their needs.

Keywords

• classroom change
• inclusive education
• individual with special needs
• primary school teacher