Attitudes and opinions towards inclusive education of classroom teachers in the primary schools where students under temporary protection study

Inclusive education is a transformational movement that aims to unleash the unique talents and potential of each student, teaching to celebrate differences while eliminating discrimination. In this thesis, by focusing on the importance and objectives of inclusive education, the suitability of schools with primary school students under temporary protection is examined. It was aimed to assess the suitability of primary schools where students under temporary protection receive education for inclusive education. This study aims to contribute to the development of inclusive education policies. In this study where the mixed method was used, the data were analyzed by using the statistical analysis method in quantitative dimension and thematic analysis method in qualitative dimension. In order to address the issue of inclusive education in depth, the research design of the study was planned using the simultaneous parallel pattern. In the qualitative dimension of the research, classroom teachers, school administrators and parents of Turkish students who have students under temporary protection in Samsun province; In the quantitative dimension, 240 randomly selected classroom teachers constitute the study group. The quantitative data of the study were collected with the Teacher Attitude Scale in Inclusive Education and the qualitative data were collected with a semi-structured interview form. Data analysis was performed with SPSS Statistics 21 program in quantitative dimension and Maxqda 2020 program in qualitative dimension. It was concluded that the attitudes of the teachers participating in the research on inclusive education were at a high level. While teachers' attitudes do not differ according to gender, inclusive education; seniority years differed according to the presence of students in the Temporary Protection Lat in the class. While classroom teachers try to carry out activities for inclusive education, it has been seen that students under temporary protection adversely affect the classroom environment and this situation leads to negative effects and thoughts in teachers. School administrators rate the inclusiveness of their schools as high and state that the most material support is provided by the arrival of students under temporary protection. It has been noticed that Turkish parents have not yet fully adopted the students under temporary protection and their families and they have difficulty communicating due to language problems. In the study, it was realized that the biggest deficiency was due to the lack of knowledge of inclusive education and it is recommended to provide training services to all stakeholders involved in education by organizing the necessary education policies in this regard