Opinions and suggestions of science teachers and the inclusive students taking the course of science on the process of the inclusion practices

This research has been conducted to determine the opinions and suggestions of Science teachers and the inclusive students taking the course of science on the process of inclusion practices. The special case method, which is one of the qualitative research methods, has been used in the research. A total of 28 Science teachers working in the secondary schools and having inclusive students in Giresun city centre and its districts during 2012-2013 education year and a total of 7 students with special needs including 2 with visual impairment, 2 with orthopaedic handicap, 3 with mental retardation have participated in this study. The study group has been selected by purposive sampling method. While determining the teachers, it has been taken into account that they have at least one inclusive students, and while determining the students it has been paid attention to whether they are inclusive or not. In the research, the questionnaire consisting of open-ended questions has been used as data collection tool. The questionnaire form used in the study has been prepared by the researcher herself, necessary arrangements have been made in accordance with the expert opinions and the questionnaire has been brought to its final version. Separate questionnaires have been created for teachers and students. The questionnaire consists of two parts. The first part consists of demographic information whereas the second part consists of open ended questions, a total of 27 for teachers and a total of 7 for students intended to determine opinions and suggestions on process of inclusion, Also, the parts in which teachers and students having different opinions and suggestions can add their ideas are available in the questionnaire. Categories have been identified by encoding data obtained from the questionnaire with the contents analysis. As a result of research, these problems and recommendations have emerged related to opinions and suggestions of Science teachers and students with special need: On behalf of teachers, these problems are the need for information, physical infrastructure and material failure, expert support and lack of lack of RAM function, lack of cooperation with individuals involved in the process, including school management, teachers and parents, the occurrence of the problem of time due to the curriculum density, and the lack of efficient implementation of in-service training courses. Teachers facing this problem has made following recommendations: to be informed by training courses within their service, to have practical works, to get assistant expert support, to inform parents and other students, to open support classes, the presence of guidance counsellors in the preparation of IEP or to form these kinds of units, and to arrange the physical conditions of classes. Besides, the suggestions of the students are these: Forming the classroom environment according to the kind of obstacle, giving place to different kinds of methods during lecturing, having repetitions, concretization the topic with experiments, using different tools depending on the type of obstacle (such as embossed blackboard), doing experiments with teacher and showing more interest to students.