Primary school teachers' attitudes towards inclusive education and solition suggestions for the improvement of the attitude

In this study, it was aimed to determine primary school teachers' attitudes towards inclusive education and develop solution suggestions to improve the attitudes. For this purpose, primary school teachers' attitudes towards inclusive education have been surveyed, primary school teachers have been interviewed and their attitudes have been examined according to different variables. The situation, that is thought to affect the primary school teachers' attitudes, of gender, age, marital status, whether or not they have children and they have handicapped relative, professional seniority, graduation department, title, class size, whether or not they have inclusive student and whether they get training of inclusive education have been discussed within the research. Also; The teachers have been tried to get an answer for the question of "What kind of solutions can be found in order to improve the primary school teachers' attitudes" In this research, mixed method has been used among the scientific research methods. The population of the study has been composed of the primary school teachers who worked in the district, called Varto, of Muş province in 2017-2018 academic year. Since the population of the study was accessible, no illustrating was made. 129 of 143 teachers who created the populaiton of the study were reached. 15 of 129 teachers who participated in the study were interviewed, the interviews were based on volunteerism and maximum diversity was provided. In this study where mixed research method used, two data collection methods were used. The data were collected and analyzed by the survey method and then they were analyzed with collecting structered interviews. In this study, Personal Information Form, Views Scale related to Inclusive Education and structured interview questions were used. Quantitative data was trasnferred to the computer via SPSS 20.0 package program. Before testing whether the scale scores differ according to the independent variables or not, normality assumption which is a requirement in t test and one-way analysis of variance methods, kurtosis-skewness coefficients, normality tests and histograms and Q and Q graphs were checked by analysing. In cases where this hypothesis could not be achieved, Mann Whitney-U test and Kruskal Wallis H test, which are nonparametric tests, were used. Themes were formed within the theoretical framework of the research and in accordance with the questions in the interview form. The data were classified with the help of Nvivo-QSR 12 program. The references were assigned to the themes, so that the findings appeared in parallel with the statements of the teachers. As a result, in 2017-2018 academic year, the fact that primary school teachers' attitudes towards inclusive education, working in Varto, the district of Muş province, significantly differed by according to the variables such as gender, whether or not they have inclusive student and whether they got training of inclusive education or not and didn't differ by acoording to the other variables in the discussed study were found. As a result of the findings, the folowing suggestions have been made: Primary School teachers should be informed about inclusive education. Inclusive education shoul not be carried out when the physical conditions of school and class are not suitable. First of all, conditions should be improved and then the students who need special interest should be integrated. Since inclusive education forces both the teacher and the students in the multigrade classes, inclusive education shoul not be carried out in these classes. The Ministry of National Education should increase the support services for the teachers who provides inclusion education. Part-time inclusive practices should be expanded. Key Words: Inclusive Education, Attitudes Towards Inclusion Education, Inclusion Students