The ICBTS 2015 International Education and Teaching Research Conference., London, England, 3 - 06 August 2015, pp.111-117
The requirement of the special students’ education in the least restrictive environment have
become important increasingly. At the beginning of the least restrictive environments
inclusion practices should be taken into view. In Turkey, special students are placed in
inclusion practices according to the fulltime or part-time and they are placed to the special
education classes according to their educational performances. Teachers need various
instructional technologies and materials for education of students with special educational
needs. Instructional materials are the tools that are presented to the students in different time
and environments by teachers (Kaya, 2005).. It is known that the teachers use written
materials, pictures and diagrams, overhead projects, types, video cassettes, Tv programs,
computer software and natural person, objects and models during the education period.
The purpose of this research is the assessment on the effects of the inclusion students’ success
of the material support in the inclusion classes during education period in terms of views of
teachers. The research was conducted with 25 teachers who have inclusion students in their
classes, in the kindergarten, primary school and secondary school in Konya and in central
districts Meram, Selçuk and Karatay. The data in the research were obtained with the semistructured form developed by the researchers. The obtained data were analyzed with the use
of Content Analysis. The data are presented as percentages and frequencies.
The findings obtained from the research results showed that 1) Teachers generally use written
materials and computer software in inclusion classes 2) According to the type of handicap
there is no different application in usage instructional technologies and materials and 3) They
cannot take sufficient help to obtain material 4) It has been concluded that these instructional
technologies and materials enhance the attention and motivation of inclusion students and
they facilitate learning and ensure the permanence of obtained information.
Keywords: İnclusion, Special educational, Tecnologies and Materials for Effective İnsruction