Investigation of the competency in inclusive education and their attitudes and behaviors of vocational teachers working in the silivri district of İstanbul province

This research aimed to examine the attitudes and behaviors of 33 vocational teachers working at Şerife Baldöktü Vocational and Technical Anatolian High School and Yusuf Sarı Bekir Vocational and Technical Anatolian High School in Silivri district of Istanbul, regarding inclusive education. The research is a qualitative phenomenological study using semi-structured interview questions consisting of 30 questions. NVIVO 11 software was used to analyze the data in the study. As a result; 153 themes and 226 sub-themes emerged and 1203 codes were made regarding them. Some of the themes that include the attitudes and behaviors of vocational teachers regarding inclusive education are; 'Difficulties, Deficiencies', 'Positive Aspects', 'Special Education Practices Course', 'Seminar', 'Trainings for Teachers', 'Emotional', 'Motivation', 'Strain', 'Problems Due to Special Situation', 'Educational Problems' ', 'Problems Caused by Other Students', 'Lack of Support and Attention from His Family', 'Educational Support', 'Other Support', 'Educational Practices', Graduation with Insufficient Knowledge and Experience', 'Society's Perspective', 'Undesirability', 'Disability Type Not Suitable for the Job and Job Type', 'Not Considered Insufficient', 'Not Distributed According to Ability and Interest', 'Employers' Thoughts of Making Profit', 'Change in the Form of Education', 'Psychological Support', 'Improvement of Physical Conditions', 'Need for Legal Regulation', 'Having an elevator in the school', 'Having social areas where they will feel comfortable', 'Need for large workshops', 'Classroom arrangements for the physically disabled' It was determined as '. According to the data obtained, in line with the suggestions of the participants, training of teachers on inclusive practices, physical structure arrangements of schools and classrooms, making more comprehensive legal regulations regarding the educational rights of disabled students and effective implementation of these regulations will play a major role in increasing the quality of inclusive education. This research is an important guide for the implementation of inclusive education in accordance with its purpose.