Özet:

In this study, which was conducted to examine the attitudes of teachers working in public and private schools towards inclusive education, the survey model, one of the quantitative research methods, was used. 198 classroom teachers working in public and private schools in the 2022-2023 academic year participated in the study. Data were collected with personal information form and the Inclusion Education Attitude Scale. The collected data were analyzed in SPSS 22.0 program, frequency, percentage, Mann Whitney U test, Kruskal Wallis H test, Dunnet T3 Post Hoc test were used and significance levels were tested at p<0.05 level. According to the findings of the study, the attitudes of classroom teachers working in public and private schools towards inclusive education are positive. There is no statistically significant difference in the attitudes of the teachers towards mainstreaming education according to gender and taking lessons, courses or training in the field of special education. However, teachers working in private schools have statistically significantly more positive attitudes towards inclusion education than teachers working in public schools; teachers with 0-5 years of professional seniority have more positive attitudes towards inclusion education than teachers with 16-20 and 21 or more years of professional seniority; teachers with individuals with special needs in their families have more positive attitudes towards inclusion education than teachers without individuals with special needs in their families; teachers who have never worked with individuals with special needs have more positive attitudes towards inclusion education than teachers who have worked with individuals with special needs; and teachers who have never worked with individuals with special needs have more positive attitudes towards inclusion education than teachers who have worked with individuals with special needs for more than 5 years.

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