Experiences of social studies teachers in inclusion classes

The purpose of this research is to examine the experiences of social studies teachers in inclusive classrooms. The research was conducted with the qualitative research method. The study group of the research consists of 12 social studies teachers working in secondary schools affiliated to the Ministry of National Education in the city center of Aksaray during the 2022-2023 academic year and teaching in inclusive classrooms. The data collection tools in the research are a personal/professional information form and a semi-structured interview form prepared for social studies teachers. After obtaining the necessary permissions for the research, the secondary schools were visited and the guidance counselor were interviewed. Afterwards, one-on-one interviews were conducted by determining the day and time for the one-on-one interview. In the research, the data obtained as a result of the interviews with the teachers were transcripted and analyzed with the content analysis technique. As a result of the research, social studies teachers who teach in inclusive classrooms feel inadequate in inclusive education. In addition, the teachers stated their deficiencies in the process of preparing IEP, instruction and assessing the students regarding the needs of students who are assigned in inclusive classroom. Further, teachers think that students with special needs who are educated in inclusive classrooms do not get enough meaningful education from this educational environment.