Abstract:

This study was carried out by a qualified research method with the aim of determining the classroom practices of pre-school teachers in the classroom. The examples of the study consist of 11 teachers and children with special needs in the classroom of these teachers from 4 independent kindergartens who are voluntary to participate in the study, affiliated with the National Education Directorate of the province of Gaziantep and the province of Shahinbey. In the study, the data was collected using interview, observation and document analysis. The interview form consists of semi-configured questions, which include the teachers’ classroom practices and the dimensions of “intervention”, “participation” and “support” to the children’s educational process. For class-in-class observation, the researchers observed from the beginning to the end of an event determined in each teacher’s class. Document analysis was carried out by studying daily educational flows, activities plans and individual educational plans for children in order to support interviews and observations. The findings obtained from interviews and observations were analyzed by the method of content analysis. From the findings obtained from the study, the educational process, the teacher and the child, and the sub-themes of these themes have been reached. It has been determined that the teachers' in-class level of application is not sufficient, they have expectations from normal children. Children with special needs have problems with reporting, placement, continuing to school and behavioral problems.

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