Classroom teachers' views on inclusive education and practices

In recent times, the coexistence of diverse cultures has become increasingly prevalent due to factors such as national and international migration movements and the forces of globalization. This cultural diversity is manifesting within the educational sphere, where students hailing from various backgrounds and possessing distinct learning needs are now sharing the same school and classroom environments. Consequently, this transformation has turned educational institutions into heterogeneous settings. In response to this shift, the Republic of Türkiye Ministry of National Education has been taking proactive measures by organizing in-service training courses. These courses are designed not only to augment the knowledge and skills of teachers but also to advocate for an inclusive education approach. Since 2018, new curricula has been implemented to further reinforce these objectives. The primary objective of this study was to delve into the perspectives of classroom teachers in primary schools related to inclusive education and its implementation. A qualitative research methodology was adopted, employing a single embedded case design, considering primary school teaching as a singular, intertwined case. Data for this study were gathered through face-to-face interviews with 38 primary school teachers, classroom observations involving 32 teachers, and the scrutiny of pertinent documents. The data underwent a rigorous analysis employing thematic analysis techniques. The research findings yielded five distinct themes, namely: a) Inclusive education, b) Inclusive practices, c) Inclusive communication, d) Inclusive competence, and e) Inclusive recommendations. The majority of participants displayed a favorable disposition towards inclusive education, despite encountering numerous challenges in its practical implementation. To surmount these challenges, teachers actively collaborate with various stakeholders. The study also observed that participants actively engage in various forms of professional development, including in-service training and self-initiated efforts. Building on these research findings, a series of recommendations have been formulated. These recommendations are aimed at rendering inclusive education practices more effective and enhancing teachers' competence in this domain.