Abstract:
This study was conducted to determine teachers' perceptions of inclusion students through
metaphors. Metaphor analysis, one of the qualitative research methods, was used in the study. The
study group of the research composed of 100 teachers working in public schools in Ankara, Turkey.
Multi-stage sampling method was used to determine the study group. Accordingly, criterion
sampling, snowball sampling and maximum diversity sampling methods were used in the research,
respectively. A form developed by the researchers was applied as a data collection tool. In this form,
participants were asked to complete the “Inclusion student is like…. Because…” statement. The data
in the study were subjected to content analysis. Categories were created both according to the
metaphors used for “inclusion student” and the participants causal expressions using these
metaphors. In this context, five categories emerged. The results of the research revealed that teachers
thought that inclusion students were sensitive, and therefore they needed special attention and
affection. According to the teachers' views, it was concluded that inclusion students should be given
educational support appropriate to their individual needs and that their individual characteristics and
differences should be accepted without judgment. Besides this, it was revealed by teachers' opinions
that inclusion students might have undiscovered characteristics and that these characteristics could
be revealed when appropriate conditions were met. Teachers' opinions about the fact that inclusion
students faced many difficulties due to being left behind their peers in academic and social terms and
that they struggled to exist in the learning environment they were in, were among the results of the
study.
