Science education teachers and students' opinion on inclusive education

The changes experienced with the development of Science and technology in our age also make it necessary for individuals to develop themselves. Individuals' adaptation to this process and revealing their skills can be achieved through education. Today, individuals prefer education practices that are appropriate for their own skills. While developing societies meet the educational needs of individuals, they consider their differences. As the characteristics of individuals differ, the educational opportunities offered also differ. Since the student-centered understanding of education is dominant in the education system implemented in our country, students with special needs also benefit from the programs prepared. Education environment suitable for students with special needs in terms of equal opportunities in education and bringing them to society; It is an inclusive education where they are together with their normally developing peers and where the least restrictive education environment is also provided. Today the number of students who need inclusive education increases and the number of researches increases in parallel to this need. In order to be successful in inclusive education, teachers and students should be in collaboration with teachers and students as in other education models.This study is aimed at to determine the views of science teachers, inclusion students, students who are developing normally and the reflections of the teaching on these individuals where science education given in classrooms with inclusion students.In the study, special case study design which is one of the methods of qualitative method was used. The study group of the research; In the 2018-2019 academic year, there are 6 Science Teachers, 9 mainstreaming students and 9 normal development students among the classes where there are mainstream students in the 5th, 6th, 7th, 8th grades of the schools affiliated to Ağrı Provincial Directorate of National Education. Quasi- structured interview and observation form for teachers, students and students receiving inclusive education was used to collect the neccessary data. Content analysis was used to analyse the obtained data and then themes and codes were formed. As a result of the study, it was determined that the teachers received education during their university education related to inclusion, but they did not have sufficient information about inclusion education, they needed help in preparing individualized education plan, and they could not use different methods and techniques due to the overcrowding of the classroom. While some of the students who showed normal development expressed their opinion that the mainstreaming students should be educated in a separate class and that the mainstreaming education should be given by experts, some of them stated that they want to study together. The students receiving inclusive education claimed that they experienced great problems in science and were happy to get education with the other classmates. It has been observed that science teachers usually put the mainstreaming students in the front row and do not use additional methods and techniques for students during the lesson. Depending on the obtained data, some suggesstions were made about the needs of the teachers who give inclusive education and the students receiving such an education.