Opinions of classroom teachers on reading comprehension difficulties, inclusion education and co-teaching

Gönül Akçamete () and Özlem Dağli Gökbulut ()
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Gönül Akçamete: Near East University
Özlem Dağli Gökbulut: Near East University

Quality & Quantity: International Journal of Methodology, 2018, vol. 52, issue 1, No 56, 806 pages

Abstract: Abstract In this paper, the opinions of elementary school teachers who have students with reading/understanding difficulties in their class on reading/understanding difficulties and providing education with special education teachers in the same classroom are examined. Teacher opinions are examined under three headings: “the problems/difficulties experienced by students with reading/understanding difficulties”, “the type and frequency of support needed by teachers in solving reading/understanding difficulties” and “opinions on serving in the same classroom with special education teacher”. In the literature, case study pattern which is a qualitative research pattern was employed. The study was based on purposive sampling and “convenience sampling” was used. All class teachers who participated in the study were employed at elementary schools in Nicosia, Famagusta, Kyrenia, Güzelyurt and İskele regions of Northern Cyprus. The measuring tool used in the study was “semi-structured interview form” prepared by researchers based on expert opinions. Obtained data were analysed using “content analysis” technique. According to the results of the study, classroom teachers state that students with reading/comprehension difficulties are having problems in understanding and interpreting the questions and directives as regards the text, making reading errors (adding, omitting, changing letters, pauses) and their language skills in Turkish and grammar problems affect all other courses negatively. It is also claimed that students are not interested in courses. It is found out that a majority of classroom teachers do not use any special strategy while working with students having these difficulties, but frequently felt the need to benefit from the experiences of special education teachers. In addition, different opinions were declared on “co-teaching” performed by special education teacher and classroom teachers in the same classroom. Based on the research findings, it is believed that although there are some positive opinions, classroom teachers are not ready to provide education in cooperation with special education teachers in the same classroom environment.

Keywords: Co-teaching; Inclusive education; Reading/understanding difficulties; Elementary schools; Classroom teacher (search for similar items in EconPapers)
Date: 2018
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Citations: View citations in EconPapers (1)

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DOI: 10.1007/s11135-017-0664-7

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