The aim of this study is to determine the suggestions and opinions of teachers about grading and evaluating the success of students with intellectual disabilities who are studying in general education classrooms. This study was conducted with general education teachers of students with intellectual disabilities who teach 4th and 5th grades of 17 state primary schools in Eskişehir city center during the 2008-2009 academic year. Semi-structured interviews were used to collect qualitative data and descriptive analysis technique was used to analyze the interview data. The descriptive analysis technique has been used to analyse interview data and obtained data has been digitized. As a result; teachers stated the importance of assessment process in determining the success of students with intellectual disabilities and making new decisions about teaching. They also stated that they have difficulty in expressing; determining real level of success of integrated students in general educated class and They could not get enough support. Although, there are some explanations about success evaluation of special- need students in special need regulations, it is thought that teachers do not know the suggestions of the regulations or have difficulties to application of it and they are insufficient.
Key words: Inclusion Classroom, Evaluation Adaptation, Alternative Assessment, Class teachers, students with intellectual disabilities
|
