Özet:

The main purpose of this study is to determine the Turkish teachers' views on the applicability of the individualized education program. The study was carried out in March 2019 with 47 Turkish teachers working in 15 state schools affiliated to the Ministry of National Education in Edremit, İpekyolu and Tusba, the central districts of Van. The study group was determined according to the "easily accessible situation sampling" method. The research was conducted according to the phenomenology approach, one of the qualitative research designs. As a data collection tool, a structured interview form consisting of open-ended questions and developed by the researchers by taking expert opinion was used. Content analysis was used in analyzing the data. As a result of the research, most of the Turkish teachers stated that the application of BEP was beneficial. Turkish teachers stated that they could not spare enough time for students because the classes were crowded while applying the BEP, the readiness levels of the students included in the BEP were not at a sufficient level, the families were unconscious and indifferent, the teachers did not have enough information about this program and they did not have rich materials. In addition, Turkish teachers stated that they could not apply BEP sufficiently and that there was no communication at the desired level between the units and individuals included in this program. In addition, by offering suggestions such as increasing the communication between units and institutions assigned in BEP, preparing suitable learning environments, using rich materials, decreasing the classroom sizes, providing in-service training for teachers, and providing this training by special education teachers, BEP will be more effective and efficient. They stated that it could be.

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