Abstract:

The aim of this study is to determine the views of mothers of gifted children (GC) about their children being received inclusive education with students diagnosed with intellectual disability or learning disability in schools where mainstream education is practiced. The research was designed with a qualitative research method. The data collected by the semi-structured interview method were analyzed with the content analysis method. The participants of the research were determined by using the outlier sampling method, one of the purposive sampling methods. The aim of this study is to determine the views of mothers of gifted children (GC) about their children being received inclusive education with students diagnosed with intellectual disability or learning disability in schools where mainstream education is practiced. This study was carried out with the mothers of five gifted children who reside in more than one province and meet the conditions of the research group of the study. As a result of the research, it was determined that all mothers of gifted children knew that there was a child with special needs in their child's class. It was determined that almost half of the mothers approached the inclusion practice in the classroom positively, while almost half of them remained neutral, and thought that the gifted children were tolerant and protective towards the inclusion student. On the other hand, it was revealed that the participating mothers thought that classroom teachers' in-class educational practices were not sufficient. For this reason, it has been concluded that the competence of teachers regarding inclusive education of students with special needs should be increased. In this context; It is recommended to expand family trainings and increase in-service training for teachers.

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