Analysis of teachers' opinions who take science class towards inclusive education

The purpose of the study is to determine the opinions of the science teachers towards inclusive education. The study group for this reserach, in which phenomenologic method is chosen from the qualitative methods, consist of 77 science and 262 primary school teachers who have been determined with the method of maximum diversity sampling and have been working in central provinces of Sakarya in 2017/2018 educational year. Personal information form which consists of 13 questions 4 different open ended questions formed to state the opinions of the teachers about the inclusive students in the inclusive education have been prepared and applied with the purpose of gathering data. Among the methods of qualitative data analysis, Content analysis is used for analyzing the data. Teachers have been asked which are in the open ended questions form and that are meant to describe the inclusive students and state the answers with a metapfor. That most of the teachers identify the inclusive students as persons who needs special treatment and special education is observed thoughout the the study. The teachers' opinions to what is done for the inclusive students to help them attend the science class more effectively are categorized under such themes as usage of different material and teaching techniques and organizing the learning environment. It is been noticed that the science teachers use the experiment method to help the inclusive students to attend the class more effectively. Teachers who have been asked about having an inclusive student in the class state that they do not want the inclusive students and remarked further by adding that the inclusive students have a negative impact on the class environment and the performance of the teacher and also the teaching environment is not enough for these students. It is also noticed that most of the teachers want the inclusive students to remain in the class for the reasons such as reintegrating them into the society, professional competences, the features of the inclusive students and peer education. Keywords: Science, Inclusive Education, Inclusive Students, Teacher Opinions.