Abstract:

The aim of this study is to evaluate based on teachers' opinions the effects of using the team-assisted individualization technique in teaching mathematics lessons in inclusive education practices on students with normal development and students with special needs who benefit from inclusive education. The study uses the single-case embedded design, a qualitative case design. The study group of the research consists of three classroom teachers. The research uses a semi-structured interview form, observation form, and researcher and student diary notes as data collection tools. The teachers’ opinions have been collected using a semi-structured interview form. The content analysis method has been used for analyzing the data. According to the obtained results, the study has determined the teachers to generally found the team-assisted individualization technique useful in their teaching practice and the technique to be suitable for both normally developing students and students who have special needs and benefit from inclusive education. In addition, the teachers were identified to consider the technique effective in terms of students’ interest in mathematics lessons, increased mathematics course achievement, positive attitudes towards mathematics, and showing social acceptance for the students with special needs who benefit from inclusive education as well as to consider it to add value to students. Based on the research results, teachers are suggested to benefit from the teaching practices of team-assisted individualization technique in teaching mathematics and other courses in order to improve students with special needs being socially accepted. In addition, teachers are suggested to use these teaching techniques in the teaching practices of different courses for students with special needs and other types of disabilities who can benefit from inclusive educational practices.

Keywords: