Examining the difficulties faced by social studies teachers in inclusive classrooms

The inclusion students in inclusive classes receive full-time inclusive education in the same class as their peers. This enables inclusion students to benefit from a peer-supported learning environment and facilitates their socialization. The aim of this study is to identify the difficulties encountered by social studies teachers in inclusive classes and to determine their opinions on inclusive education. The case study method, a qualitative research method, was employed in the research. The research sample consisted of 25 volunteer social studies teachers working in public and private schools in Karaman province and its districts during the 2023-2024 academic year. Most of the participating social studies teachers have over ten years of professional experience. Additionally, each teacher works with at least one inclusion student. The researcher collected data through semi-structured interview forms and a teacher information form prepared by the researcher and edited by an expert. The participating teachers were contacted to schedule appointments, and data were collected on the specified day and time. Descriptive analysis of the obtained data was conducted, and numerical, frequency, and percentage (%) values were reached. The findings were categorized by theming, and the research results were obtained. The data related to the sub-problems were tabulated and interpreted. As a result of the research, it was observed that social studies teachers entering inclusive classes have a low rate of receiving inclusive education. Even if they receive education, many teachers feel inadequate in areas such as providing education for inclusion students, preparing materials, and class management in inclusive classes. Additionally, deficiencies were identified in preparing Individualized Education Programs (IEPs) and appropriate assessment and evaluation for inclusion students.