Examining Science Teachers' Actions and Recommendations for Entrepreneurial Skills in Inclusive Practices

The purpose of this study is to examine science teachers' actions and recommendations for teaching entrepreneurship skills in inclusive classrooms with students with learning disabilities.. Observation, individual, and focus group interviews were used in this research, conducted as a case study. Individual and focus group interviews were conducted with 15 science teachers who teach science courses for students with learning disabilities. The inclusive practices of two science teachers within the scope of the relevant subject were observed for 12 lesson hours within the scope of reproduction, growth, and development in plants and animals. The lessons were audio-recorded. The qualitative data obtained were subjected to descriptive analysis. The findings determined that science teachers only addressed the indicator of developing a business idea among the entrepreneurship skill indicators in their lessons. Science teachers emphasized that activities such as visiting business environments, doing real applications, preparing business plans, providing marketing experience, and educational games could be effective in teaching entrepreneurship skills to students with learning disabilities within the scope of reproduction, growth, and development in plants and animals