Opinions of Turkish teachers on the methods applied to improve the reading skills of students taking inclusive education

The aim of this research is to determine the opinions of Turkish teachers about the methods they use to improve the reading skills of students who receive inclusive education. The research is a qualitative research conducted with a total of 71 Turkish teachers working in the city center of Kütahya and teaching students who receive inclusive education. The data of the research were collected using a semi-structured interview form, which is one of the interview techniques, and the descriptive analysis method was used in the analysis of the data. As a result of the research, it was determined that all of the participating teachers used the reading aloud method in the process of teaching reading to the students who received inclusive education, and the methods of reading aloud and silent reading were the most frequently used methods in the process. It has been concluded that the majority of the participating teachers lack in-service training on special education and inclusion. It has been determined that student reluctance, lack of time and insufficient parental support are the most common difficulties that participant teachers encounter in the process of teaching students who receive inclusive education.