A comparison of secondary education english curricula, textbooks and educational practices of Turkey and Germany within the context of inclusive education

The aim of this research is to analyze and compare the Turkish and German secondary education English curricula and textbooks in the context of inclusive education and to determine and compare the opinions and experiences of secondary education English teachers working in these countries regarding the secondary education English curriculum, textbook and inclusive teaching practices. The research was designed using the embedded multiple case design, one of the qualitative research designs. The documents selected for review consist of secondary education English curricula and textbooks in Turkey and the North Rhine-Westphalia State of Germany. A sample was taken in the research. In determining the sample, the criterion sampling method, one of the purposeful sampling methods, was used. The study group of the research consists of a total of 14 secondary education English teachers, 7 of whom work in Turkey and 7 in Germany in the 2023-2024 academic year. Document analysis and interview techniques were used during the data collection process. The data were analyzed by using descriptive and content analysis together. The qualitative data analysis program MAXQDA 2020 was used during the analysis process. As a result of the research, it was revealed that 26 out of 322 outcomes (8,1%), in the curriculum in Turkey were related to inclusive education, while 21 out of 117 outcomes (17,9%), in the curriculum in Germany were related to inclusive education. It has been determined that among the outcomes related to inclusion in the Turkish curriculum, the most are the outcomes related to recognizing differences, and the least are the outcomes related to the dimension of interaction with differences. On the contrary, in the German curriculum, it was revealed that the outcomes were mostly in the dimension of interaction with differences and the least in the dimension of recognition of differences. However, the curriculum in Turkey includes the sub-dimensions of inclusive education, but lacks a certain depth; In the curriculum in Germany, it was observed that only some sub-dimensions of inclusive education were included, but these were also covered in depth. In secondary education English textbooks, it was observed that "diversity of language and ethnicity" was the most common area of inclusion in visual and written expressions in both countries. The findings revealed the need to organize textbooks in a more inclusive and balanced manner in terms of sensitivity to differences in the context of inclusive education and to develop more inclusive and differentiated approaches. According to the findings obtained from the opinions of secondary education English teachers working in Turkey and Germany, teachers have knowledge and experience about inclusive education, and their statements about the definition of inclusive education is grouped around three sub-themes: "sensitivity to diversity", "equality of opportunity" and "fighting discrimination", but, almost all of the teachers opinions are that the purpose of inclusive education is far from implementation. The majority of teachers working in Turkey stated that the curriculum is suitable in terms of inclusive education, while the majority of teachers working in Germany stated that the curriculum is inadequate in terms of inclusive education. The majority of teachers working in the two countries stated that they found secondary education English textbooks inadequate in terms of inclusive education. Teachers' suggestions for effective and efficient inclusive education are grouped under four sub-themes: "suggestions for the education system", "suggestions for the school", "suggestions for teaching practices" and "suggestions for parents".