Opinions of the primary school teachers and special education teachers on the applicability of inclusion

The purpose of this research is to determine the opinions of primary school teachers and special education teachers about the applicability of inclusion. In this direction, 13 primary school teachers and 13 special education teachers working in 20 different public schools and educational institutions in Kırıkkale province were interviewed. The interviews took place between 9-29 minutes and the average interview time was recorded as 16 minutes. The research was designed according to the qualitative research design and was designed as a case study. The data obtained through semi-structured interviews were analyzed with descriptive analysis technique. The research findings were analyzed in 2 groups as primary school and special education teachers. The research data were also presented quantitatively using frequency and also supported by the section presentation method. According to the research findings, primary school and special education teachers; In particular, due to the lack of knowledge and interest of the stakeholders, deficiencies in physical conditions, inclusion is not implemented in Turkey, stakeholders are trained and informed about the subject, eliminating the deficiencies in the physical conditions of schools, taking clearer steps in inclusion can and should be implemented over time, In Turkey, the legal regulations for inclusion practices are not sufficient, the existing legal regulations are not fully implemented, a significant part of the participants do not have sufficient information about the legal regulations for the inclusion practices, and the schools are quite inadequate in terms of physical and educational adaptations. Support education services cause separation and labeling, do not reflect the inclusion philosophy, teachers and other stakeholders have insufficient knowledge of inclusion practices and if applied, inclusion practices can positively affect the academic and social development of individuals. Finally, for clusion iding the consultancy, training, personel they need. needle, tools, etc. It is among the suggestions of primary school and special education teachers to provide support, to transfer funds from the budget to make physical arrangements, to develop and follow up legal regulations, to make arrangements to increase the awareness of the society and to create an environment of cooperation between stakeholders. KEYWORDS: Applicability, Inclusion, Teacher, Opinion