Evaluation of the relationship between classroom teachers' sufficiency related to mainstreaming education and their questions (Afyonkarahisar sample)

This research was carried out in order to determine the competencies of classroom teachers related to inclusion education and the problems they experienced in inclusion practices, to examine the relationships between their competence in inclusion education and the problems they experienced in inclusion practices, and to examine the common impact of teachers ' competence in inclusion education and its defining characteristics on the problems. In line with the objective, the personal data form, the teacher proficiency scale in the integration adapted to Turkish by Meral and Bilgiç (2012) and the scale for determining the problems experienced by the class teachers in the integration applications developed by the researcher were applied to 300 class teachers in the Central District of Afyonkarahisar by random sampling method. The data from the surveys were analyzed in the computer environment through the SPSS 22.0 program. As a result of the analysis, it was determined that classroom teachers had a high level of inclusion education proficiency and faced high levels of problems in inclusion practices, but they encountered relatively more problems in school management and problems in student and family The study found that the gender of classroom teachers and proficiency levels in inclusion education had no common impact on the levels of problems teachers experienced in inclusion education. Other variables discussed in the study were seniority, class availability, number of inclusion students in the class, status of inclusion education in higher education and teaching, and inclusion education proficiency levels, which had a common effect on the problems they faced in inclusion practices. In the study, it was determined that the problems faced by classroom teachers in inclusion education proficiency levels and inclusion practices were only related to problems stemming from school management and low level negative aspects, and that the problems experienced by classroom teachers in inclusion education were independent of inclusion education proficiency levels. Keywords: Class teacher, competence masinstreaming education, problems