| Abstrakt: |
This qualitative study aimed to examine middle school content teachers' opinions about the inclusive education processes of visually impaired students. Data were collected through semi-structured interviews to have a deeper understanding of teachers' practices and the problems they face during the inclusive education process for visually impaired students. Participants were teachers of science (n=8), social studies (n=8), and mathematics (n=8). The data were analyzed using content analysis. It was found that science, mathematics and social studies teachers who have visually impaired inclusive students in their classes need support to increase their professional competence in preparing tactile or visual teaching materials during the instructional planning process, teaching according to both normal and visually impaired students, using technology to make the learning process of the visually impaired student easy and permanent, supporting visually impaired students to socialize with their sighted peers, assessing visually impaired students, and learning about visually impaired children and their education. [ABSTRACT FROM AUTHOR] |
