Opinions of teachers and students on the process of participation in physical education and sports class of refugee students studying in schools with inclusive education

Examination of Inclusive Education Practices for Refugee Children in Physical Education and Sports Lessons According to the Opinions of Physical Education Teachers and Students The aim of this research is to examine the inclusive education practices applied to refugee students in physical education and sports classes according to the views of physical education teachers, Turkish and refugee students. For this purpose, case study, one of the qualitative research methods, was used in this study. The study group of the research consists of 5 physical education teachers working in 3 secondary education institutions where refugee students receive high school education in the city center of Yozgat, and 15 refugee students and 15 Turkish students who are studying together with Turkish students in the same schools. Class observation form and interview form were used as data collection tools in the research. In the research, firstly classroom observations were made, each teacher was observed for 5 weeks, 80 minutes each week, for a total of 400 minutes and recorded in the observation form. In the second part of the data collection process, focus group interviews were conducted with Turkish students in groups of 5 and with refugee students in groups of 5, and answers were sought to the questions determined in the interview form. All of the collected data were included in the analyses. The collected data were analyzed and divided into themes and codes. As a result of the analysis, it has been determined that Turkish students show understanding to refugee students, help them by establishing friendships, increase their communication during sports activities, have positive social relations, but due to language-based communication inadequacies, disagreements may arise and fluency may be impaired in lessons. Even though refugee students have temporary adjustment problems, it has been determined that they adopt the classroom over time, they can participate in games and activities, their communication is generally positive, the teacher makes personal efforts to include refugee students in the lesson and tries to communicate. In the interviews with physical education teachers, it was determined that teachers generally prefer traditional teaching methods in lessons, they mostly encounter problems such as lack of communication and indifference due to insufficient Turkish knowledge, Turkish courses are not given enough importance and in-service trainings related to inclusive education are insufficient. In the classroom observations, it has been determined that Turkish and refugee students have good social relations, help each other, participate in activities together, create an environment of mutual love and respect, but sometimes the lessons are interrupted, and teachers generally prefer traditional teaching methods. Keywords: Inclusive Education, Refugee, Student, Physical Education Teacher.