Abstract:

The current study, which aims to determine the opinions of special education teachers and primary teachers about the process of initial literacy teaching, it is method a qualitative phenomenological study. In the study, 15 special education teachers working in the field of special education and 15 primary school teachers working in primary schools in Turkey were selected through the criterion sampling method as the participants of the study. In order to elicit the experiences of the participating teachers on the subject being studied, the interview technique was used. The collected data were analyzed using content analysis, and the results of the study can be summarized as follows: Special education teachers use their content knowledge more effectively to solve emerging crisis situations. While the primary school teachers think that the sound-based sentence method applied in Turkey is suitable for inclusive students, the special education teachers recommend the use of different methods to attend to individual differences. When the difficulties faced by both the primary teachers and special education teachers in the process of initial literacy teaching were examined, forgetting sounds, difficulty in learning consonants, and problems in comprehending the syllable unit came to the fore. According to the results it is thought that the current study will shed light for interdisciplinary studies and practices to be conducted in the field of special education and primary education.

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