Determining the role perceptions of preschool teachers with inclusive students in their class in inclusive education

There are individual differences between people, and all people have the right to take education in accordance with their own individual characteristics. Likewise, individuals with special needs also have the right to take education in line with their level and type of their needs. Among the most important applications carried out within the scope of special education activities are inclusion applications. Teachers have a great role in achieving the goals of inclusion applications, which have an important place in education system, as well as in ending up with successful results. In literature, there are several studies examining the views and attitudes of teachers regarding inclusion education, yet it is seen that the number of studies focusing on teachers' role perceptions is quite limited. In the present study, the purpose was to determine the role perceptions of 19 preschool teachers regarding inclusion education who have inclusion students in their classes. The study was conducted with preschool teachers who had inclusion students in their classes in preschool education institutions in the city of Eskisehir in the academic year of 2016-2017. This study was designed as qualitative research and descriptive analysis technique was used in the analysis of the data. While determining the role perceptions of the participating teachers regarding inclusion education, a semi-structured interview form developed by the researcher was used. With the analysis of the research data collected, the themes related to the participants' role perceptions regarding inclusion education were formed. The teachers' role perceptions were discussed within the framework of these themes. According to the research findings, the teachers thought that their responsibilities included preparing and applying Individualized Education Program, supporting social development of students with special needs, informing the other students in class and their parents about the students with special needs and giving information to the family of the individuals with special needs. Key Words: Pre-school teachers, Mainstreaming, Inclusion, Role perception