Abstract
ABSTRACT The targets of reaching the benefits expected from inclusive education and making necessary changes and arrangements can only be achieved by clearly determining the current situation regarding inclusive education. This study aimed to examine the competencies of classroom teachers in Turkey regarding inclusive education in the context of their perceptions, knowledge, and attitudes. A total of 128 classroom teachers of third-grade (20) and fourth-grade (108) participated in the study. We employed the ‘Classroom Teachers’ Awareness of Inclusive Education Scale’ as a data collection tool in this study carried out in accordance with the phenomenological method. The data were subjected to descriptive analysis. Apart from the generally positive awareness of classroom teachers towards inclusive education, it appears to be necessary that students’ social-emotional skills be supported so that inclusive education can be fully achieved.
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