Özet:

In Turkey inclusive education is a practice based on the principle that students with special needs continue to be taught alongside their peers in general education classrooms where support services are offered to both class teachers and students with special needs.  There are a lot of factors affecting the success and development of this practice such as teachers, administrators, parents of children with or without special needs, special education support specialists and providers and physical conditions. Since the 1980s, regulations on special education services passed by the Turkish government have moved Turkish schools towards adopting inclusion and its practice for pupils with special needs at all levels starting with primary education. However, some problems and deficiencies have appeared with inclusive education practices. In this study It is thought that a detailed examination of research related with inclusive education will contribute both the process of education and the development of inclusive practices. Therefore, master’s theses and dissertations written between the years of 2009 and 2015 were examined and the data were obtained through document analysis. In the analysis part of the study theses related with inclusive education were put into certain themes according to the determined parameters and analyzed from the perspective of the contributions they had made to the field.  This study has aimed to help a better understanding of inclusive education practice and its development and provide guidance and support for future research including grades 1 to 4 in primary education. The results of the analysis in the study have revealed the need for more quality research to be done related with inclusive education and its practice with inclusion students. 

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