Determining the opinions of social sciences teachers regarding inclusion

The aim of this study was to determine the opinions of social sciences teachers about inclusion. The study was conducted with 20 social sciences teachers- 2 of them were in pilot schools- who had inclusion students in their classrooms and worked at secondary schools of Ministry of Education in Bolu. The teachers had work experience of 5 to 20 years. Qualitative research method was used to design the study and case study approach was used to organize it. The data gathered by using semi-structured interviews analyzed by using descriptive analysis techniques. According to findings, most of the teachers stated that they made both physical and educational preparations before they started teaching. Also, it was found out that the teachers did activities such as asking for help from the guidance counselor, checking student reports, rough assessment, giving exams, monitoring performance, focusing on behaviors and rules to determine the performance of inclusion students. It was noted that the teachers simplified the subjects considering needs of the inclusion student, adapted the achievements and made plans for the inclusion student to make the educational goals suitable. Moreover, they made adaptations in teaching methods and techniques for students with special needs. It was seen that most of the teachers made use of technology, prepared activities considering the level, used reinforcement, had meetings with the family and guidance counselor to make the learning easy and supportive. It was found out that teachers used class performance and multiple-choice tests to assess student performance. In order to adapt teaching, teachers received support from counseling service, school administration, counseling and research center and families. It was also noted that teachers gave importance to other students' interaction with the students with special needs and do some activities to support this situation. It was determined that the teachers had contact with all the in-field teachers about the students with special needs. KEYWORDS: Inclusion, Social Sciences, Special Education