Teacher's views on use of educational games in children with inclusive education

Nowadays, the special education has become more and more important issue in our country as in all over the world. While mainstreaming classes need to provide hardware and support services according to the needs of individuals with special needs, it becomes necessary for teachers who work in these classes to use appropriate methods depending on students' development and needs. Educational games are known to be beneficial for both students with normal development and those with special needs. The aim of this study is to determine the effects of educational games implemented in inclusive classes to students with special needs according to the opinions of teachers. According to the opinions of the teachers, the answers to the questions such as the benefits of educational games, difficulties in practice, the choice of games and their effects on normal students were sought. In addition, it was examined whether there is an any relationship between teachers' age, professional experience, experience of working in inclusive class, special education or courses about inclusive education and educational game practices. The sample of the study consists of 30 teachers working in the inclusive class in Kırşehir and using educational games in their classes. Qualitative data were provided by a semi-structured interview form developed by the researcher and the data were evaluated by content analysis. In the study, it is seen that teachers believe that the usefulness of educational games, but there is a great lack of education about inclusion education and more specifically the games to be used in this education, and they try to implement educational games in a way that their results cannot be predicted in detail. It was proposed to plan special courses in order to eliminate the lack of knowledge, to improve the practice of practice, and to develop special games addressing the needs of students with special needs.