Akademik Veri Yönetim Sistemi
ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, cilt.21, sa.4, ss.687-709, 2020 (ESCI)
The practices which include students with special needs and their typically developing peers are widespread in secondary schools. The students with hearing impairment make up a large portion of such students. Physics is one of the important courses in secondary education. Therefore, the students with hearing impairment are included in physics courses within general education environments. The aim of this study was to investigate how physics course was conducted at a vocational high school where hearing impaired students were included within mainstream classes. The research was designed as a case study. The participants of the study were two counselling and guidance teachers, three physics teachers, school administrators, three normal hearing and hard-of-hearing students, and their parents. The results showed that no individual education plans (IEP) were developed for students with hearing impairment. There was no supportive education and no resource room. It can be argued that in-service training both in the field of education of hearing-impaired students and in relation to inclusion practices should be given to physics teachers.