@article{2017,title={AN EVALUATION OF TEACHERS’ PERSPECTIVES ON TEACHING METHODS OF INITIAL READING AND WRITING FOR CHILDREN WITH MENTAL RETARDATION IN SPECIAL CLASSROOM IN MAINSTREAM SCHOOLS},abstractNode={The aim of this research is to determine which methods the teachers use and the method they prefer mostly in teaching reading and writing to the mentally handicapped students who are enrolled in special classes. In this research, twenty seven teachers were selected for this study who works in special classes in Konya Local Education Authority. The data were obtained through semi-structured interviews which is one of the qualitative research methods. The data were analyzed with the ‘Content Analysis Method’. According to the findings, special education class teachers use different methods in teaching reading and writing to mentally handicapped students. Since mentally handicapped students in special education classes have different developmental characteristics and there are not ready to use reading-writing books and textbooks and other materials, the teachers have different approaches and use different methods they use in teaching reading and writing. According to the opinions of teachers, the methods they prefer to use different methods. The most preferred medhots, respectively, are sentence method, sound and sound-based sentence method and mixed method.},author={Serdal DENİZ-Hakan SARI},year={2017},journal={The Journal of International Educational Sciences}}