Parents, administrators and teachers' views on inclusive education practices in elementary and secondary schools (Sivas province example)

Inclusive education is the process of preparing individuals who do not prevent their special needs from being educated with their peers by participating in the same activities with their peers as much as possible in every education level. Although this process is a team work, each individual (family, managers, teachers, inclusive students, relevant experts) in this team has important duties and responsibilities. The aim of this study is to examine the views of inclusive students'sparents, the administrators of schools in where inclusive students are educated and the teachers who have inclusive students in their classroom and to address these views together. In the study, in which quantitative research method was used, 37 parents who had children under the inclusive education in primary and secondary schools in the district centres of Sivas Province, Akıncılar and Gölova and 33 administrators and 55 teachers working in these schools were included in the study group. "Parent Survey Form (PSF)", "Administrator Survey Form (ASF)", and "Teacher Survey Form (TSF)" prepared by the researcher were applied respectively to parents, administrators, and teachers and the results of the analysis were expressed as frequency and percentage. According to the results of the research, inclusion education is not known sufficiently by parents, administrators and teachers and they experience difficulty in getting the right information about this issue. In addition, these three participating groups cannot communicate with each other at the desired level and as a negative result of this situation, the expected success from the inclusive education were not achieved. Administrators and teachers think that inclusion students' parents are indifferent towards their child. Inclusive students' parents consider that the administrators and teachers are careful to their children, but the guidance teachers are not sufficiently careful. The three groups of participants seem to be satisfied in terms of inclusive education with regard to inclusive students. As a conclusion, when the inclusive education is well-known and all stakeholders fulfil their duties and responsibilities, the high level of efficiency expected from this education can be achieved. Keywords: Inclusive education, parent, administrator, teacher.