Abstract:

Introduction: A sizable portion of inclusion students are those with special learning difficulties. Inclusion classrooms should strive to provide the least restrictive learning environment possible in order to help students with particular learning difficulties achieve the best results in inclusion classes. To provide this least restrictive educational environment, various teaching practices and adaptations are required. The aim of this study was to examine in detail how middle school mathematics teachers who have students with special learning disabilities in their classrooms apply their teaching practices and adaptations as well as to demonstrate how they carry out these activities. Method: This qualitative research, that is among case study designs, was designed as an embedded multi-case study research. Three math teachers who teach mathematics in a sixth-grade inclusion class participated in the study. The study's data were collected by using demographic data forms, interview forms, and observation forms created by the researchers. Descriptive analysis, one of the analysis techniques used in qualitative research, was used to examine the raw data. Findings: The results of the study revealed that math teachers used a variety of teaching strategies and adaptations in relation to the curriculum, instructional strategies, instructional materials, teaching groups, instructional homework, the development of learning skills, the improvement of behavior, and the facilitation of the monitoring of progress (evaluation). Discussion: According to the study, teachers primarily followed rules and regulations when working on curriculum and evaluation projects. This study, therefore, recommends that due consideration should be given to all practices and modifications in the teaching process, aside from those that are related to the curriculum and evaluation. 

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