Author(s): Ahmet TEM?Z, Ahmet UYAR
In this study, it is aimed to examine and compare the opinions of the class teacher, branch teacher and administrator working in primary and secondary schools in the field of inclusion education and practices. The research is qualitative research. A semistructured interview form was used for data collection. Data within the scope of the study were obtained through interviews. The research population consits of class teachers, branch teachers and administrators. The research sample is made up of 9 class teachers, 6 branch teachers and 2 administrators working in K?r?khan district of Hatay province. An easily accessible sampling method was used to determine the sample. According to the results, it was observed that the class teachers did not have a positive attitude towards inclusive students and the same statements were used by branch teachers. It has been observed that some of the branch teachers have problems in the assessment and evaluation system, but the class teachers do not have such problems. All of the teachers who participated in the study stated that inclusive students are excluded by their friends and their families’ support is insufficient. It can be said that the previous trainings of teachers on inclusion contribute positively to their professional lives. On the other hand, the administrators stated that they are sensitive to inclusion education, follow the regulations and provide control of the education provided within the school. Based on the findings obtained; suggestions such as providing guidance to families, providing inclusion training for teachers with inclusive students, and giving inclusion training to all teachers have been made.
The Journal of International Social Research received 27 citations as per Google Scholar report