Multiple songs in one classroom: Experiences of teaching in multigrade classes with exceptional students

In rural schools and multi-grade classes, children with special needs are educated with other students in a school and multi-grade class. For this reason, in this research, we are trying to represent the experiences of teachers who taught in multi-level classes in the academic year of 1402-1401, who taught students with special needs at the same time in these classes with knowledge. Other students have taught. Qualitative research and its strategy is phenomenological. The teachers were selected purposefully. A semi-structured interview was used to collect data. Data collection and interview process continued until theoretical saturation. After recording the interviews, their text was prepared and then using Max Kyuda software, open codes, sub-themes and main themes were extracted. 120 open codes were extracted from the interviews, and after the second round of coding, these codes and sub-guarantees were placed in eight main themes. The main themes of the research are: teaching strategies, challenges, administrative-organizational, teacher characteristics for this teaching, university education and environmental conditions. The results of the research showed that due to the special conditions of these classes and the presence of special needs students with other students in a multi-grade class, it has brought special challenges for the teacher and students, and it is necessary to provide training in special needs students should be given to these teachers, points and incentives should be considered for these teachers and also special facilities should be provided to these multi-level schools according to the conditions of students with special needs.