Özet:

Abstract The aim of this study is to reveal the inclusive educational competencies and experiences of English teachers. In this study, a qualitative research method was used. The research was carried out with semi-structured interviews conducted with eight teachers, four of whom are male and four of whom are female, in Bartın Province in the 2014-2015 academic year. After the interviews, the research data were analyzed by descriptive analysis techniques. As a result of the study, the most important problems faced by teachers in practice are lack of parental support, studying inclusive students in crowded classrooms without professional support, and difficulties in controlling an inclusion student. The findings of the research have provided some suggestions. It is thought that the practices of inclusion will be more successful by reducing the number of students, providing teachers to take in-service education, providing psychological support to families, and including them in the process.

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