Problems the classroom teachers who have mainstreamed students in their classes face

The time the children who are mainstreamed in primary school years covers a large part of their lives. So, the education they receive in the school environment plays a great role in their behaviors to develop positively. In such cases, one of the most important elements of the increase in success of the mainstreamed students is the teachers who have mainstreamed students in their classes to recognize and prevent or minimize the problems. This research on the subject is prepared to identify the problems of teachers who have mainstreamed students in their classes through a scientific research and provide them with data. The sampling of this research, is generated by 206 teachers working in public schools of Ministry of Education in Beykoz, İstanbul. For this research, a questionnaire consisting of two parts is used in order to collect data. In the first part, demographics of the teachers who attended the survey have been investigated, and in the second part, teachers were consulted about guidance activities, EIP plans, classroom tools, physical status of school and the educational status of inclusion students. As a result of the research, disadvantages has emerged about the "problems the classroom teachers who have mainstreamed students in their classes face". These disadvantages are ; inadequacy of the physical structure of the school, overcrowded classrooms, not evenly distribution of mainstreamed students to the classes, failure of IEP plans or teachers' lack of information about IEP plans, insufficient in-service training, lack of guidance work and other activites at school, not being in touch with families adequetly, families' not having enough information about their children, lack of necessary work at schools about inclusion education, and school administrators' not providing the necessary facilities and equipment.