Abstract:

The general purpose of this study was to define the strategies used by teachers working with students with intellectual disabilities in teaching them reading comprehension. In line with this general purpose, the study sought to find out which cognitive and metacognitive strategies these teachers working used before, during and after reading in reading comprehension activities in the classroom. The study used semi-structured interviews, one of the data collections techniques employed in qualitative studies. Interviews were conducted with 13 special education teachers working with students with mild intellectual disabilities. These students are educated at a special education and practice school high school. The data obtained from the teachers were analyzed using descriptive analysis. The findings obtained as a result of this analysis showed that special education teachers used a limited number of strategies in teaching reading comprehension.

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