The competencies of Turkish language teachers' implementations in inclusive education (A sample of Bolu province)

The purpose of this study is to determine secondary school Turkish language teachers' opinions on their competencies as to their implementations in inclusive education. 17 Turkish language teachers, including two of them counted in the pilot study, were included. In regard to our study, it is revealed that, Turkish language teachers make preliminary physical and environmental preparations in their inclusive education classrooms mostly only in the way of desk sitting arrangements within students with special needs and students with normal mental development, and making no any other additional settings properly. They also indicate use of various scales to determine the special need and functional status of the students although making those procedures without a systematical routine and affirmed consulting to a specialist for defining the educational level of these students. It's discovered that, despite they have an individualized education programs on hand, but they implement these restrictedly only with adjustments in their own methods and facilitating activities. It's seen that, they prefer to appeal positive reinforcement incentives for favorable attitudes and converse directly with the students in case of a presence of negative attitude It is disclosed that, Turkish language teachers do not have a sufficient information and awareness about planning and implementation of inclusive education. The educational implementations are appeared as widely diverse among the teachers with apparent restrictions, teachers poorly pay regard to view of individual education program development departments. It's reasonable that, teachers must receive in-service training in point of inclusive education and related legislative regulations.