Science teaching in inclusive education: Science teachers' perceptions and experiences of inclusive education

The aim of this research is to examine the perceptions and experiences of science teachers about inclusive education. The sample of the research consists of 15 science teachers working in middle schools of Çankırı city center in the 2021-2022 academic year. Case study approach which is one of the qualitative research methods, and semi-structured interview technique as the data collection method were used in the current study. The obtained data were analyzed by descriptive data analysis method. Perceptions of the participants about inclusive education were examined under the definition of inclusive education, the advantages/disadvantages of inclusive education and the competencies that teachers should have for inclusive education. In addition, the inclusive education experiences of the participants were examined under inclusive education applied in their schools, participation of inclusive students in science lessons, teaching science in inclusive education and preparing lesson plans for inclusive students themes. As a result of the analysis, three categories and eighteen codes for the definition of inclusive education; four categories and thirty codes for the advantages/disadvantages of inclusive education; three categories and seven codes for the competencies that teachers should have for inclusive education were determined. Further, three categories and thirteen codes for inclusive education applied in the schools of the science teachers; three categories and five codes for inclusive students' participation in science lessons; four sub-themes, twelve categories and fifty-five codes for teaching science in inclusive education; five categories, twenty-three codes and seventeen sub-codes related to the preparation of lesson plans for inclusive students were determined. In line with the obtained findings some suggestions were presented for practice and further studies.