What is meant by inclusive education? Perceptions of Turkish teachers towards inclusive education

Abstract

The aim of this study was to determine the perceptions of teachers in Turkey towards inclusive education throughmetaphors. Phenomenology was adopted in this research. The study group of the research consisted of 120 teachersworking in public schools in Turkey in 2019-2020 academic year. Snowball sampling, criterion sampling andmaximum diversity sampling methods were used to determine the study group. Content analysis was applied to thedata. As a result of the research, it was revealed that Turkish teachers considered inclusive education as a process thatrequired patience and exertion and that this education was an indispensable need for the student with special needs. Itwas concluded that suitable educational support should have been given to the students with special needs accordingto their individual needs. It was also concluded that it was important for students with special needs to share the samelearning environment in an integrity without separating them from their peers who had ‘normal’ academic and socialdevelopment. In addition, it was emphasized that students with special needs should have been accepted with theirown behaviours and characteristics in the learning environments they were in and it was important to turn thesedifferences into opportunities for the benefit of the student.