What Is Meant by Inclusive Education? Perceptions of Turkish Teachers towards Inclusive Education

Katıtaş S., Coşkun B.

WORLD JOURNAL OF EDUCATION, cilt.10, sa.5, ss.18-28, 2020 (Hakemli Dergi)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 10 Sayı: 5
  • Basım Tarihi: 2020
  • Doi Numarası: 10.5430/wje.v10n5p18
  • Dergi Adı: WORLD JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: IBZ Online, ERIC (Education Resources Information Center)
  • Sayfa Sayıları: ss.18-28
  • Yıldız Teknik Üniversitesi Adresli: Evet

Özet

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