Determining the opinions of preschool teachers on inclusion preparation skills

The aim of the research is to determine the opinions of preschool teachers working in official kindergartens and official independent kindergartens regarding their preparation skills for inclusion. The method of the research is a case study, one of the qualitative research methods. In line with the purpose of the research, a semi-structured interview form was prepared and the collected data was analyzed descriptively. The participants of the research consist of 15 preschool teachers working in official kindergartens and official independent kindergartens. According to the opinions of preschool teachers children with special needs who will be placed in an inclusive environment should be prepared for inclusion by their families and evaluated in terms of the skills they have. Teachers expect children with special needs to have the ability to meet their toilet needs when they start school in the pre-school period and the skills they expect them to have are mostly skills related to social-emotional skills. Teachers think that children with special needs should have the ability to express themselves in the transition to primary education and the skills they think they should have are mostly skills related to social-emotional skills. Teachers suggested cooperation between schools, families and teachers so that children with special needs can benefit more effectively from inclusive education in pre-school and primary education. At the end of the research there are suggestions developed by the researcher for practice and future research.