Özet:

This study aims to show that students who are disadvantaged for a variety of reasons are accepted in their surroundings (capacity), the positive and negative experiences of classmates in the field of capacity, and the state of interaction between students and teachers. The research, which preferred the easy-to-access sample technique from the purposes of sampling methods, was carried out in a primary school located in Zonguldak or Ereğli district. The study examined the interaction, teaching practices and methods of class teachers with students aimed at refugee students. In this context, school managers and guides have appealed to their views on the current situation and comprehensive educational activities for refugee students, and the views of refugee and Turkish students on the school and teaching process. The method of observation and conversation as a data collection tool has been used, the method of content analysis has been used in the analysis of data. The research results show that class teachers are strictly behaving with the class rules to ensure mutual respect and love in the classes where refugee students are located, that the feelings of constructive and helpfulness are often given in their friendship relationships, that the whole of the classes are processed using the straight narrative method and the question-response technique, that the game-based, visual and class-attractive teaching entries affect the participation of these students in the class, that they are more comfortable to express themselves (Religious Culture and Ethical Knowledge) and that the teachers are more active in the classes, and that the teachers are more active in the classes, and that the teachers are more active in the classes.

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