Özet:

The aim of this study is to investigate classroom teachers’ attitudes towards inclusion practices in terms of demographic variables. The study was designed as a descriptive survey study using qualitative data collection tools. A total of 457 classroom teachers from primary schools in the province of Malatya, constituted the participants of the study. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale developed by Forlin, Earle, Loreman, and Sharma (2011) and adapted into Turkish by Bayar, Özaşkın, and Bardak (2015) was used to determine the teachers’ attitudes towards inclusion practices. The results revealed that the classroom teachers scored an average of 2.56 points out of a maximum of four points on the SACIE-R scale, which measures classroom teachers’ attitudes towards inclusion practices. In addition, no significant difference was found among the participants’ total scores on the scale according to their gender and educational level. However, a significant difference was found according to their ages, level of interaction with individuals with special needs, level of attending special education courses, level of knowledge about laws and policies, level of self-confidence in working with disabled individuals, and level of experience in working with disabled students

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