Abstract:

This study aims to evaluate the effectiveness of reverse inclusion, which is a pilot study in the place where the study was conducted, in line with the views of teachers, school principals and parents of children with special educational needs (SEN) and with typical developmental characteristics (TDC). Data were collected from a total of 46 participants (preschool teachers (N = 19); school principals (N = 3) working in the special education kindergarten included in the study and the parents whose children have attended this institution as students (N = 24; 16 parents of children with TDC; 8 parents of children with SEN through semi-structured interviews using maximum variation sampling and analyzed through Maxqda 11 program. Codes and themes were created by conducting the content analysis. Students with TDC could not progress in line with their speed, their learning was minimized and, they modelled and imitated the negative behaviors of their friends with SEN. Although it has contributed positively to socialization, participation in games and communication skills of the students with SEN, insufficient time and crowded classrooms to take care of their individualized education emerged as main problems. It is recommended that class sizes for reverse inclusive practices should be reduced.

Keywords: