Teachers' Opinions towards Inclusive Education Interventions in Turkey

The purpose of this research is to determine the opinions of teachers for inclusive education interventions in Turkey. In the research, a holistic single case study pattern, which is one of the qualitative research methods, was employed. The study group of the research consists of twenty-eight teachers selected according to the maximum variation sampling method in the 2018-2019 academic year. In the research, teacher opinions were collected through a semi-structured interview form, whose validity and reliability were tested with a pilot study, created by the researcher and content analysis method was utilized to analyze the data. According to the research findings, most of the teachers have negative views on inclusive education due to the current conditions. In inclusive education, it was been discovered that there are problems such as professional deficiencies of teachers, insufficient support services, insufficient cooperation among partners, crowded classes, unqualified schools in terms of physical infrastructure, lack of expert support and leaving all responsibility to teachers during interventions. It was determined that the desired efficiency could not be obtained from inclusive education interventions due to the existing problems. Therefore, it was stated in this research that in order to ensure the quality of inclusive education interventions, it is necessary to include awareness-raising studies, strengthen physical infrastructure and human resources, and enable cooperation mechanisms. Based on the findings of the research, improving professional competencies of teachers, strengthening human resources in special education services, increasing the number of staff, enriching the content of special education courses in undergraduate programs and preparing the infrastructure of schools for inclusive education interventions was proposed.