Turkish International Journal of Special Education and Guidance & Counselling

Yazarlar: M. Ceren Tokta, Hasan Avcıoğlu

Konular:

Anahtar Kelimeler:Inclusion program,Sound based method,Intellectual disability

Özet: The aim of this study is to help the class teachers who work in elementary schools and who have students subjected inclusion program express their ideas on the efficiency of teaching reading and writing by sound based method. For this purpose, 18 teachers who work in 5 legal elementary schools in the Centre of Middle Anatolia province in 2007-2008 academic year and who have the students subject to inclusion program in their class were interviewed. For the collection of data, semi-structured interviews method from the qualitative data collection was applied. The data were analysed by means of induction method. Most of the teachers who were interviewed explained that the Sound Based Method is useful for the student subjected to inclusion program to learn reading and writing. Some teachers state that these students get in difficulty especially when they read words completed with consonants; and therefore, they read slowly because they read by spelling out. Another finding gained is that teachers do not understand what the student who are subject to inclusion program say when they learn by Sound Based Method.

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