Abstract:

This research was carried out in order to determine the educational practices and problems of inclusive students of teachers who work in primary education institutions and to have inclusive students in their classes and to determine their expectations and solution suggestions for inclusive education. The study was designed with qualitative design and purposeful sampling method was used. In this study, semi-structured interviews were conducted with 10 classroom teachers working with inclusive students in Kayseri. In the preparation of the questions in the semi-structured interview form, relevant literature was searched and the opinions of the field experts were used. The data obtained from the research were analyzed by content analysis technique. It was aimed to identify the main themes and problems in the analysis of semi-structured interviews. Individual interviews were conducted during the data collection process. Codes and themes were created by the researchers by transferring the data to the computer. The categories and themes were organized systematically and frequently quoted from the views of teachers to ensure the reliability of the research findings. The teachers who participated in the study stated that they had problems with the inclusive students in the classroom, especially Turkish language problems, behavioral problems and lessons. They stated that inclusive students had economic and psychosocial problems and tried to solve these problems with the support of their colleagues and the activities of the ministry such as seminars and courses. As a result of the research, suggestions were developed to focus on the language education of inclusive students, to increase the material support for these students, to increase in-service training seminars for teachers, to develop projects and activities to integrate inclusive students and parents of inclusive students.

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