Examining the reverse ınclusion practice in a special education kindergarten: A case study

In contrast, this study aims to conduct an in -depth examination of the regulations within the classroom, teacher approaches and typical development processes of preschool children with typical development. The school, which is selected based on a problem situation, is an official special education kindergarten that implements the reversal of the reversal in Denizli province. The criterion sampling method, which is one of the purposeful sampling methods for determining the study group of the study, was used. In the study, the sample event (status) pattern from qualitative research models was used. Research data were obtained by using two different data sources: internal observation and interview with teachers. For the analysis of the data obtained, content analysis was used from the analysis types used in qualitative research methods. The findings show, on the contrary, the involvement application is an inclusive training model that contributes not only to individuals with special needs, but also to typical development of children with typical development. In the light of these findings, in contrast, suggestions have been made within the scope of the expansion of the application areas and the more effective implementation of inclusive educational policies, not only in special education kindergartens but also in other appropriate schools.