Abstract:

The aim of this study is to examine the perceptions and opinions of classroom teachers with disadvantaged students in their classrooms towards inclusive education (IE). In the study, phenomenology design, one of the qualitative research designs, was used. The research was conducted with a total of 45 classroom teachers with disadvantaged students working in four public schools in Van province. Teachers as participants of the current study were determined according to the criterion sampling method, which is one of the purposeful sampling methods among the non-random sampling types. The research data were obtained from the semi-structured interview forms prepared by the researcher and the researcher's observation notes. Content analysis, one of the qualitative research methods, was used to analyze the data. As a result of the analyses of the data, the themes of ‘perspective on the concept of inclusive education’, 'opinions and experiences regarding the implementation of inclusive education' and ‘perception of competence in inclusive education' and eight sub-themes and categories related to each sub-theme were formed. The frequencies of each category were also included in the findings. As a result of the research, it was seen that the interviewed teachers were able to make adequate definitions of IE. Teachers generally expressed that they had difficulty in adapting methods and techniques and that they had sufficient resources, time and program shortages. In terms of assessment and evaluation, they stated that they mostly used observation-based assessment and gave project and performance tasks. In addition, it was stated that in IE, there are positive situations such as peer support, democratic classroom environment, positive communication, and socialization, as well as negative situations such as taking a long time for education, difficulty in planning, lack of motivation, behavioural disorder, and school attendance problems. In IE, there are also opinions of teachers who feel themselves adequate due to the training they receive, as well as those who find themselves inadequate and that they need more in-service training. Based on the results of the research, theoretical and practical in-service training on IE can be developed.

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