Abstract:

This study aims to study the practices that classmates with special needs in their classroom teachers do in their learning and teaching process and the difficulties they face. Research quality research methods have been shaped in the framework of special case study, and have been used by semi-structured forms of interview prepared in the collection of data. The study was conducted with 10 class teachers with specialized students in the class that can be reached through easy-to-access sample methods of targeted sampling. The data is obtained by semi-constructed interview technique. These data are subject to content analysis. The data analysis process is used by the Nvivo 9.0 program. The results of the research found that teachers have insufficient levels of knowledge about special needs students, weak co-operation between teachers and teachers in the matters concerned and that teachers have not received sufficient support in addressing these difficulties. It has also been found that classmates are able to identify these students, establish the necessary communication with their families and work to support these children in social environments and to be accepted by their relatives. However, the class teachers have also been expressed that they do a set of practices in the teaching process in the sense of individualization of teaching in the learning-learning process, they face some problems in the practice and receive support to overcome these problems. At the end of the study, various recommendations were presented for classmates to provide higher quality education to children with special needs.

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