Özet:

Students with learning disabilities can learn in different ways than their normally developing peers. It is important to make instructional adaptations in order to maximize the current performance of these students and to ensure their effective and permanent learning. The aim of this study is to determine the characteristics of individualization, regulation and adaptation in teaching for students with learning disabilities, according to the views of Social Studies teachers. The research was designed in the phenomenology pattern in the qualitative research method. The participants are 25 Social Studies teachers who have carried out educational activities with students with learning disabilities in secondary schools affiliated to the Ministry of National Education in the city center of Konya in the 2019-2020 academic year. As a result of the research; It has been determined that Social Studies teachers working with students with learning disabilities do not prepare plans suitable for the characteristics of the students, do not include instructional adaptations in the plans, do not implement existing plans, and do not use appropriate assessment methods for students. Teachers who emphasized the necessity of increasing in-service training for the successful execution of educational practices; they suggested support from special education specialists, making classrooms more suitable for students with learning disabilities, arranging classroom size, and providing teaching materials.

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