Adaptations Implemented in the Science Teaching Process from the Perspective of Classroom Teacher

Introduction: Science courses take their subject matter from life, and thus, it is easier for students with special educational needs to prepare for an independent life. In this respect, this study aimed to identify the adaptations implemented by primary school teachers to enhance the effective teaching of Science courses in inclusive classrooms. Specifically, it examined adaptations in three key areas-purpose, content, and assessment-to facilitate successful inclusion practices for students with special educational needs. Method: A case study design, one of the qualitative research methods, was used in the study. Data were collected from 10 primary school teachers using a semi-structured interview form. The obtained data were analyzed through content analysis using MAXQDA software. Findings: A comprehensive content analysis of the research yielded four overarching themes and three sub-themes. The analysis of the collected data revealed that classroom teachers have made some adaptations in their teaching practices to accommodate students with special needs. However, challenges were identified in the implementation, highlighting the need for training in inclusive practices. Furthermore, the analysis revealed that teachers employed various effective strategies, such as engaging in activities, utilizing real-life examples, and employing diverse methods and techniques to facilitate science education for students with special needs. However, the study also highlighted challenges faced by teachers, including the inability to allocate sufficient time to students with special educational needs during science lessons and the difficulty in teaching abstract concepts to these students. Discussion: As a result, the findings revealed that the primary school teachers participating in the study implemented various adaptations in terms of purpose, content, and assessment, focusing on both physical and instructional modifications to enhance the effectiveness of science teaching for students with special educational needs. However, they also encountered several challenges throughout this process.