Evaluation the collaboration processes in a primary school providing inclusive education

This study aimed to delve into the collaboration process among stakeholders in inclusion practices at the primary school level and describe the opinions of stakeholders (e.g., school administrators, primary school teachers, school counselors and resource-room teacher. A descriptive case study design was adopted. The participants consisted of a school principal, four primary school teachers, a school counselor, and a resource-room teacher working in a primary school in Eskisehir. Data were collected through semi-structured interviews and non-participant observations. Content analysis was used to analyze the data. According to research findings, the positive aspects of the collaboration process in inclusive practice were limited, and there are important problems related to each stakeholder group during the collaboration process. Also, it was observed that families, RAMs, and special education and rehabilitation centers did not fulfill their responsibilities, but other stakeholders were trying to fulfill their responsibilities despite some setbacks. Although the stakeholders had different requirements, all of them were in a need of information about collaboration and individuals with special needs. However, contrary to the literature, the participants stated that the level of stakeholders fulfilling their responsibilities was sufficient. It is recommended to carry out informative activities for stakeholders, eliminate physical and operational problems, and employ special education teachers and psychologists in schools.