Author(s): Muzaffer ÜZÜMCÜ, Bayramali NAZIRO?LU
The aim of this study is to determine both the problems experienced by the teachers of Religious Culture and Ethical Knowledge, who working in the secondary school, in the inclusive education and how they cope with them. For this purpose, it was interviewed all the teachers of Religious Culture and Ethical Knowledge (26) instructing in inclusive classrooms in Rize Province Central District Secondary Schools. The data, obtained using a semi-structured interview form, were analyzed by descriptive analysis and content analysis. According to the findings almost all of the teachers (23) have some problems related to inclusive education practices. These problems have emerged in the adaptation, the education, the behavior and the assessment of students with special needs and the communication with them. It has observed that the teachers apply to a number of ways such as warning, interview with guidance counselors, give special attention to students with special needs, and collaborate with the student's family to deal with these problems.