A Research on Primary School Teachers’ Proficiencies on Inclusive Education and Teaching Mathematics for Inclusion Students

Abstract

This study aims to examine primary teachers’ proficiency in inclusion and teaching mathematics to inclusive students within the scope of some variables. Survey design was adopted in the research. The study group consists of 324 primary teachers. The data were collected through the Teacher Efficacy for Inclusion Scale and Teaching Mathematics in Inclusive Settings Scale. The Mann-Whitney U test, and the Kruskal-Wallis H test was used. As a result of the current study, it was determined that female teachers were more proficient in inclusion in teaching mathematics. It was determined that primary teachers with a master's degree were more proficient in inclusion. It was determined that primary teachers who have fewer inclusive students in their class were more proficient on inclusion in teaching mathematics. It was determined that more experienced primary teachers were more proficient in inclusion. It was determined that primary teachers teaching in the second, third and fourth grades and teaching mathematics were more proficient than those teaching in the first grade. It was determined that teachers who teach in less crowded classrooms were more proficient in inclusion.