Inclusion of social studies teachers difficulties in the field while working with students

The main purpose of this research is to reveal the difficulties experienced by social studies teachers in the field while working with inclusive students. One of the most important factors affecting success in education is undoubtedly teachers. In this direction, the awareness of the stakeholders will be raised at the point of identifying the difficulties and taking precautions against these difficulties with the opinions of the teachers, so that suggestions can be developed for a more qualified implementation of inclusive education. 25 social studies teachers working in Şahinbey and Şehitkamil districts of Gaziantep province participated in the research. Participants were determined by the criterion sampling method, which is one of the purposive sampling methods. These criteria are to be working as a social studies teacher in schools affiliated to the Ministry of National Education in the 2021-2022 academic year, to have worked with at least one mainstreaming student in his professional life or to be currently working, and to participate in the research with his own consent. A semi-structured interview form developed by the researcher was used to collect data in the research. The obtained data were analyzed by inductive technique. As a result of the research, social studies teachers have difficulties in practice, they have various views on education and evaluation, they have problems with families and they have expectations from families, they have opinions about situations arising from inadequacy, they have various demands from stakeholders in the process, social studies teachers have negative knowledge and attitudes. It has been found that there are opinions about the role of social studies teachers in inclusion. The themes and sub-themes reached as a result of the data obtained were discussed within the framework of the literature. Keywords: Education, Social Studies, Inclusion