Abstract:

In this study, it was aimed to determine the opinions of teachers who were working at different educational levels about successful inclusion practices. The research was conducted with 201 teachers who were working at 12 preschools, 73 primary school, 94 secondary school, 22 high school levels and voluntarily accepted to participate in the study in province Ağrı in the 2018-2019 academic year. Semi-structured opinion form and the scale of the factors affecting the success of inclusion were used as data collection tools in the study. A mixed method was used in the research. For the analysis of qualitative data, content analysis techniques were used to analyze responses of teachers at different education levels to the semi-structured opinion form and the SPSS-25 statistical program was used for the analysis of quantitative data. As a result of the analysis, it was determined that teachers had sufficient knowledge about defining successful inclusion, but their opinions about the factors which were affecting successful inclusion were quite different and they expressed different opinions from each other. In addition, it was concluded that teachers at different levels cared more about ensuring to be taken a place in the society by supporting the development of disability students who receive education together with normally developing students in the least restrictive environment.

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