The purpose of this study is to investigate the meaning of Special education teacher’s practical knowledge and the implications it has on the process of Play activity-based math classes.
To achieve this purpose active research as a part of qualitative methodology is employed.
The subjects are four students with intellectual disability and one student with learning disabilities. The researcher who manages and teaches these students, simultaneously taught a six-year career in special education. In addition, there were four teachers who served as external.
In the process both qualitative and quantitative data was gathered. Qualitative data was analyzed using Hangul 2010, Microsoft Excel and manually by Post-it and whole paper. Quantitative data were analyzed through instruction analysis.
Based on research findings, these are the conclusions of the study:
The teacher''s Practical Knowledge had changed. Practical Knowledge with "Reconfiguration of the learning group, small group cooperative learning", "Considering the characteristics of a variety of learners, the development of classes", and "Reflection of the teaching techniques that appear in the classroom setting" and "Entertained to solve problems, the self-directed math classes" on Play activity-based math classes.
Reforming the Special Education Teacher''s Practical Knowledge and the implications can be summarized as follows:
First, Play activity-based math classes mainly are comprised of small scale’s collaborative learning. There is sufficient interaction between students.
Second, to conduct play activity-based math classes effectively, a teacher is required to understand the organizing learning groups and measure each individual’s levels accurately. Furthermore, the teacher provides relevant for educational resources and materials related each student''s levels. The teacher will introduce new activities and methods.
Third, the researcher obtained the practical knowledge while carrying out lessons. These contained language as a medium of instruction, teacher’s behavior, feedback, monitoring, and the function of an assistant.
Forth, Play activity-based math classes are characterized by a permissive and pleasant atmosphere, student-directed learning, and problem-solving learning in real life scenario. The purpose of playing activities and the degree of application of play is explained clearly and accurately.