The thoughts and expectations of the families whose children are attending to inclusive environments during the primary school years

The general purpose of this study is to identify the thoughts and expectations of the families whose children are attending to inclusive environments during the primary school years. The research has been conducted with the attendance of 28 pairs of parents. For this purpose, semi-structured interview method from qualitative data collecting methods have been used. The data collected through the interview have been analyzed quantitatively.The study focuses on the demographical characteristics of the parents and the findings show that the parents are from the middle age group (30-65) and the fathers often are working and the mothers are often housewives. The parents are generally graduated from the primary school.The research focused on the characteristics and the education of the included students and the findings show that most of the included students are from the moderate learning disability category, they had never attended to kindergarten and haven?t received any supportive education other than the inclusion program. The included students have never changed their school or class but have changed their teachers. The students have never had problems with peers and the parents of the regular students have identified to think positive about the included students and the inclusion program.According to the research, the parents are happy about the inclusion program as their children are with their friends in social environments, are socializing and receiving education. According to the parents, included students are happy to be in an included classroom environment and love their friends, teacher and school.The expectations of the parents are identified to be densely about preparing the child for the future, the socialization of the child, a better education for the child, additional studies and attention for the child. Other expectations of the parents are identified to be the reduction of the population of the classrooms and better education and direction of the families by the teacher.The findings gathered throguh the study may be used to understand the thoughts of the parents of the included students about the inclusion programs; set new directions for the services offered to the parents of the students and the parental educational programs and may create new suggestions for the realisation of the succesful inclusion practises.