An investigation of tendencies of secondary school teachers in inclusional education in terms of different variables

The aim of this study is to determine teachers' opinions by examining the problems encountered in inclusive education in terms of different variables. In the research, scanning model was used, which is one of the quantitative research methods. The research was conducted to a total of 498 secondary school teachers, 281 of whom were female and 217 of whom were male, working in secondary schools affiliated to the Ministry of National Education in Şanlıurfa province in the 2019-2020 academic year. It includes SÖKEL (Classroom Teachers' Tendency towards Inclusive Education Scale) and "Personal Information Form" developed by Duran Düşünür (2018). Data from the applied scale and personal information form were analyzed and interpreted. As a result of the normal distribution of teachers' opinions in the research results, unrelated samples t-Test and single factor analysis of variance (ANOVA) were performed for unrelated samples, which are among the descriptive statistical techniques. When the results of the study were examined, it was determined that teachers' participation in the items in the "Integration Practices Scale" was "I Agree at Moderate Level". As a result, it has been observed that teachers' tendencies towards inclusive education are positive. It showed a significant difference in terms of in-service training status of teachers and the number of mainstreaming students. It was concluded that teachers who are educated and have students in inclusive education look positively on inclusive education, variables of gender, branch variable, seniority do not affect teachers' opinions about inclusive education practices. Keywords: Inclusive Education, Secondary School Teachers, Students with Special Needs, Tendency