Siirt Eğitim Dergisi

Abstract

This paper seeks to examine the experiences of the classroom teachers involved in the implementation of Remedial Education Program in Primary Schools (İYEP) in Turkish lessons and their general views on the program. As the model of the research, the evaluative case study design, one of the qualitative research methods, was used. The study group of the research consists of 17 primary school teachers working in schools in the central districts of Van province in the spring semester of the 2022-2023 academic year. Content analysis method was used in the analysis of the data obtained by using the semi-structured interview form prepared by the researcher and face-to-face interview method. As a result of the research, it was concluded that the student identification and evaluation tools used to determine the level of students at the beginning of the İYEP application were generally appropriate, that there were different opinions about the adequacy of the scope of the achievements determined for the İYEP Turkish course and the adequacy of the determined course hours, and that the activity book used within the scope of the İYEP Turkish course was not sufficient. It was concluded that the activity book is simple, the number of activities used and text variety are low, and the activities are not interesting. In addition, parent reactions to the application are positive and generally contribute to the cognitive and affective development of children. The teachers whose opinions were obtained recommended that the İYEP application be implemented at all grades of primary school, teacher salaries be increased, the activity books be re-considered and rearranged, the texts and activities be made more diverse, comprehensive, and functional, and lesson hours be increased. In addition, they recommended that interesting content (riddles, puzzles, games, coloring pages, etc.) be included in the program.