Bu ara?tyrmanyn amacy, "E?itim Uygulama Okulu ve Y? E?itim Merkezleri" ile "Y? Okullary"nda görev yapmakta olan ö?retmenlerin, kavram ö?retiminde müzi?in kullanymyna ili?kin görü?lerini belirlemektir. Ö?retmen görü?leri, okul türleri bazynda ayry ayry de?erlendirilmi?, ayryca "E?itim Uygulama Okulu ve Y? E?itim Merkezi" ile "Y? Okullary"nda görev yapan ö?retmenlerin görü?leri arasyndaki ili?kisel durum da incelenmi?tir. Ara?tyrma, temel alan ara?tyrmasyna dayaly betimsel bir çaly?ma olup; genel tarama modellerinden tekil tarama modelini içermektedir. Nitel veriler ilgili literatürün taranmasy ile nicel veriler ise yary yapylandyrylmy? bireysel görü?me formu aracyly?y ile toplanmy?tyr. Ara?tyrma sonucunda; "E?itim Uygulama Okulu ve Y? E?itim Merkezleri"nde görev yapan ö?retmenlerin, kavram ö?retiminde müzi?i kullanma konusunda kendilerini oldukça yeterli gördükleri, ancak "Y? Okullary"nda görev yapan ö?retmenlerin, kendilerini gerekti?i kadar yeterli bulmadyklary ortaya çykmy?tyr.

This study was done to determine what the opinions of teachers' working at the schools for mentally retarded children was about the use of music for teaching concepts. Teachers' opinions were put by two kinds of schools for severely handicapped children at preschool and primary school levels and for moderately handicappeds who finished primary school younger than 21 years old. And the relation between two school types by the opinions were investigated. The research was a descriptive study based on the main field research and qualitative findings obtained through scanning sources and the quantitative findings were obtained from semi – constructed individual interviews. The results showed that, teachers at schools for severely handicapped children felt themselves enough to use musical activities for teaching concepts, and they use musical activities for teaching concepts more than others.