Determining the implementations of teachers appointed abroad to the inclusive students in the classes

This research was conducted to examine the practices of teachers assigned abroad for inclusive education in classrooms with students who has special needs. Inclusive education is a process aimed at ensuring that students with special needs receive education alongside their typically developing peers and supporting their social integration. In this process, the roles and competencies of teachers have a great significance. With this study, it has been aimed that to shed lighton the challenges encountered in inclusive practices, the strategies used, and the recommendations to address the problems in this field. This study uses a phenomenological approach, a qualitative research method. Phenomenology is a method aimed at deeply understanding individuals' perceptions and experiences of a particular phenomenon. The research's sample has been consisted of 21 teachers in different subjects and 2 primary school teachers at Qatar Turkish school who have students with special needs in their classroom. Participants have been selected through using purposive sampling. During the data collection process, teachers' opinions and experiences have been recorded via a semi-structured interview forms were used to record the teachers' experiences and views. The data results have been evaluated thourough descriptive analysis method, a method that systematically organizes and interprets the data under themes and categories. The data were transcribed from the interview recordings and analyzed. The main themes and sub-themes were identified, and the participants' views were meaningfully grouped and supported with direct quotes. During the analysis process, categories were created in line with the research questions, and the data were structured around these categories and the themes under them. The findings of the study show that teachers generally have a positive attitude toward inclusive education; however, they encounter significant challenges in the implementation process. Teachers, in particular, reported difficulties in preparing individualized education programs and making adaptations to classroom teaching. Additionally, deficiencies were found in the performance evaluation process, the creation of instructional goals, and assessment procedures. Teachers mentioned that they struggled due to language barriers, cultural differences, and the lack of support systems. In this context, teachers expressed the need for more guidance and expert support to make inclusive processes more effective. The study reveals that teachers working abroad face various challenges in inclusive education practices, and to address these challenges, support mechanisms need to be strengthened. To ensure the effective implementation of inclusive education, teachers should be supported through in-service training, and tools and resources should be provided to facilitate the implementation of individualized education programs. Furthermore, it is recommended to ensure more active participation of teachers, families, and other stakeholders in the process to improve inclusive practices. Lastly, the research findings can contribute to the success of inclusive education in Turkish schools abroad. Keywords: Inclusive Education, Teaching Abroad, Special Education, İndividualized Education Program, Classroom Practices.