Abstract:

Inclusive education is a structure where children with special needs are educated in schools with their normally developing peers through providing support services. Ensuring the continuity of inclusive education, which allows children with normal developmental levels and children with special needs to achieve their best learning levels in the same classroom environment with their peers, and provides the opportunity to live and share many learning experiences together, is achieved by the combination of many variables. When these variables are examined; Attitudes of teachers, students and parents towards mainstreaming students were tried to be analyzed using qualitative data analysis techniques. Developed by Sözer (2018); semi-structured interview forms, picture questionnaire for mainstreaming students were used. In this study which is prepared by scanning the literature and according to the findings; When the pictures of children were examined, it was observed that drawings and comments about the aspects of their peers who received inclusive education were different from themselves, and teachers tried to achieve in-class harmony by diversifying their work and activities with their positive attitudes towards inclusive students, and the differences in the attitudes towards the negative effects of parents' behaviors on the classroom atmosphere The opinions of his peers on the approach of the inclusion student were positive, but the data on the negative effects of classroom behaviors were presented.

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