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Abstract


INVESTİGATİON of TEACHER’S PERCEPTİONS OF INSTRUCTİONAL ASSESSMENT for STUDENTS with SPECİAL NEEDS
The aim of this study is to determine the special education teachers' pre-school, during and after teaching process for students with special needs. In the study, the phenomenology design, one of the qualitative research methods, was used to examine the teachers' opinions and the data were collected by semi-interviews. The participants of the study consisted of 10 special education teachers working in special education vocational high schools affiliated to Ankara Provincial Directorate of National Education in 2018-2019 academic year. The obtained data were analyzed by descriptive analysis technique. In order to collect data about the personal information of the special education teachers participating in the research, a personal information form was developed to be asked before the interview. The findings of the study show that the majority of special education teachers decide on the skills, concepts and procedures to be taught according to the performance of students with special needs. In addition, it was observed that teachers made some adaptations on materials and environment according to student characteristics during the evaluation process, and during the evaluation phase, teachers faced some problems and made various suggestions for the solution of these problems.

Keywords
Student with special needs, special education teacher, assessment.


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