Abstract:

The aim of this research is to examine classroom teachers' attitudes towards inclusion education according to some characteristics of teachers. in the 2022-2023 business year, 110 classroom teachers working in Gürgentepe district of Ordu province and determined by purposeful sampling method constitute the working group of the research. In order to achieve the objectives and sub-objectives of the research, a Personal Information Form prepared by the researcher and consisting of 6 questions, as well as the Inclusion Education Attitude Scale developed by Lachin and Taşlıbeyaz (2020), were used. The research data were analyzed with SPSS program. According to the results of the research, the attitudes of classroom teachers towards inclusive education are at a high level. While the educational level of teachers, whether they have received an education about inclusion education, whether there are students who have received inclusion education in their current class or previous classes do not statistically affect their attitudes about inclusion education, the gender and age of teachers affect their attitudes about inclusion education. The attitudes of female teachers towards inclusion education in the achievement sub-dimension are more positive compared to male teachers across the scale, and teachers aged 45 and older are more positive compared to teachers aged 24-35.

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