Özet:

Inclusive education is implemented for students who have received a special education diagnosis and learn alongside their peers. Inclusion education practices can be found in all types and levels of educational institutions. Within the scope of this application, students receiving education can be provided with support education services and additional education in special education institutions. Inclusion education is provided by the teacher who enters the inclusion student class. Assessment and evaluation activities are tailored for each student in this group. This situation brings some challenges for the teacher in terms of time and application. How teachers manage this process and determine the impact of the application will provide in-depth information about inclusion education practices. In this way, it is possible to minimize the shortcomings in the application and generalize the successful aspects. Based on this view, the study aims to reveal the opinions of English teachers with inclusion students in their classes on inclusion education practices. The research was designed within the framework of the phenomenology design, which is one of qualitative research. The study group consists of eight English teachers. Semi-structured interviews were conducted to collect data. The data were analyzed with descriptive analysis method. The study results showed that English teachers found their undergraduate education inadequate; they participated in in-service training or did some personal work to increase their competence; some prepared individual plans to implement the lessons and made special studies for the students. In addition, it was concluded that there were no problems in the mainstreaming education process in general, but parents were not sufficiently informed and disinterested, and there were some problems that made the implementation difficult.

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