Investigation of secondary school students' families and branch teachers' views on inclusive education

Purpose: The aim of this study is to examine the views of families and branch teachers about inclusive education and the process of inclusive education. It is aimed to reveal the experiences and experiences of secondary school teachers in different branches, who teach in classes where inclusive students are present, and families with inclusive students and students with normal development. Method: It is a qualitative study in which the opinions of the families who have branch teachers, inclusive students and normally developing students who apply inclusive education throughout the secondary school period, about the process and their experiences. The data organized according to the basic qualitative research were collected using the semi-structured interview technique. The study group of the research consisted of branch teachers working in secondary schools in Bursa province Osmangazi and Nilüfer districts in the 2020-2021 academic year, determined by the purposeful sampling method, and the families of the students who continue their education. Results: It has been seen that inclusive education is beneficial, but there are problems in practice. It has been understood that the families are not in contact with each other, families with inclusion students are alone, and they struggle on their own during the inclusion process. They carried out the process based on the professional experience of the teachers that they had never been trained in inclusive education. Teachers mentioned that with in-class adaptations, problem behaviors are reduced and that inclusive students play an active role in ensuring their participation in the lesson. It has been stated that the communication of families and teachers is important in inclusive education. Conclusion and Suggestions: Teachers have difficulties in planning the inclusive education process. For this reason, they can receive in-service training to improve themselves about the planning process. Families need support and attention. Families can be given the message that they are not alone and that this process will be carried out together, and it can be stated that families are not alone through parent meetings or individual interviews. It has been observed that families do not have knowledge about inclusive education. School management can plan family trainings. There is a lot of interest in support education. The number of support education rooms can be increased and inclusion students can be directed to support education by meeting with families. Keywords: Inclusive education, Special-purpose person, Normally developing person