Peer opinions about inclusion primary students in 3rd and 4th grade: A phenomenographic study

In recent years, studies in the field of special education and inclusion have gained pace. However, when we look at literature studies, it has been observed that the number of peer opinions about inclusion is insufficient. Primary education is one of the critical periods for the implementation of inclusion. For this reason, this study aims to show the classroom atmosphere of inclusion implementation determined by the law in the eyes of students with normal development. This research was carried out in order to get peer opinions about classroom behaviors, problems, learning environments of inclusion students in 3rd and 4th grade of a primary school located in Esenyurt district of Istanbul. The research was conducted by using qualitative research method. The study group of the study is composed of 3rd and 4th grade students in the primary school in Esenyurt province of Istanbul. In order to determine the opinions of the students, 11 questions were prepared. Semi-structured interviewing technique was used for collecting the data. The data were analyzed by content analysis. As a result of the research, it has been found that peers in the class to which a student with intellectual disabilities is fused have negative thoughts about the student. They said that the inclusion student showed problem behaviors such as standing up, making noise, and taking his friends' belongings without permission. Students with normal development have reached the conclusion that these students who are inclusion students think that they should receive separate education. The peers of the student with ortopedical disabilities said that their friends did not disturb themselves. By helping him, they said they felt better. Research has shown that the insufficiency of the inclusion student significantly affects the peer perspective. Keywords: Inclusion of students, inclusion training, peer opinion, phenomenology, special education