Abstract:

Education administrators have an important role in the success of inclusive education practices. Therefore, there is a need to conduct such a study. This research was carried out to determine the opinions and suggestions of education administrators about inclusive education practices. The research was carried out with the participation of 256 education administrators working in Ankara in the spring term of the 2021-2022 academic year. Survey model, one of the quantitative research methods, was used in the research. After the literature review was conducted to collect data in the research, the Personal Information Form developed by the researcher and the Opinions and Suggestions Form of Education Administrators on Inclusion Education Applications were used. The data of the research were analyzed by descriptive analysis method. As a result of the research, education administrators stated that inclusive education practices are not functional, the level of proficiency in inclusive education is low, teachers and education administrators have in-service training needs related to inclusive education and there are problems in the social field. In the study, education administrators stated that there are problems in accepting inclusive students, the physical facilities in the school are insufficient, there is a lack of equipment, the class size is large, and there are students with more than one disability. Education administrators stated that teachers should be supported by education administrators in inclusive education, that education administrators and teachers should be provided with face-to-face practical training and in-service training on inclusive education, that teachers can organize activities to ensure the social acceptance of students and families with normal development, and that guidance teachers support in inclusive education practices made recommendations as to what should be done.

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