Abstract:

In this study, it was aimed to examine science teachers' instructional adaptations for students with special needs who continue their education through inclusion. Semi-structured interviews were used as a data collection tool in the study conducted by adopting a qualitative research approach. The participants of the study were 8 science teachers who graduated from science teaching undergraduate programme and currently working in various schools in MoNE. The data obtained from semi-structured interviews were subjected to content analysis. The findings of the study show that science teachers endeavour to take instructional adaptations into consideration in the stages of planning instruction, teaching process, material use, organising the teaching environment and evaluating instruction. In the planning process, teachers took into consideration variables such as student's developmental level, curriculum, student's readiness and IEP, while in the teaching process, it was determined that they used adaptations such as including materials that appeal to various senses, student's position in the classroom and associating information with daily life. It was determined that science teachers, who prefer materials that are interesting, contain visuals and suitable for student level in terms of material use, prefer sitting the student in the front row and U-arrangement adaptations in terms of environment arrangement. In the evaluation process, it was observed that different types of evaluation were frequently used as well as additional time adaptation. The findings of the research are largely similar to the studies conducted with other branch teachers in the literature. However, it was determined that science teachers lacked knowledge about adaptation types and adaptations that can be made. It is thought that this deficiency can be significantly reduced by including more compulsory courses on individuals with special needs in teaching undergraduate programmes.

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