Abstract
Introduction: Inclusion and the role of classroom teachers in this education process have become increasingly important in recent years. The number of postgraduate theses on inclusion has gradually increased in this context. In this direction, this study aims to examine the doctoral theses dealing with classroom teachers' instructional practices related to inclusion. Method: The study used document analysis. A total of fifty-four postgraduate theses on classroom teachers' instructional practices related to inclusion, determined by criterion sampling, were subjected to analysis. Findings: When the results obtained in the research are examined, it is seen that the laws and regulations enacted and the postgraduate studies carried out are historically parallel. However, methodologically, it was seen that more quantitative analyses were conducted on classroom teachers' instructional practices related to inclusion. It was found that designs and models such as descriptive/general survey, relational design, and case study were used intensively, and in terms of sampling methods, simple random sampling, criterion sampling, purposive sampling, and maximum variation sampling methods came to the fore. Again, when the subjects/variables addressed by the theses and the tendencies of the theses were examined, it was seen that the teaching and classroom practices carried out by classroom teachers related to inclusion gained weight. In addition, it was determined that the topics of classroom management in inclusion, teacher competencies or qualifications, support for teachers in special education, and teacher attitudes also formed a trend in postgraduate research. Discussion: As a result, when we look at the theses, it is seen that a method based on describing the existing situation and problems is followed, and experimental research, suggestions, planning, and modeling for solving problems or effective inclusion practices are missing.
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