Abstract
The aim of the study is to reveal the problems encountered in the process of IEP development and functional implementation in the classroom environment, which are frequently mentioned in the national literature in Türkiye, and the solution suggestions for eliminating these problems from the perspective of classroom teachers. For this purpose, the study was designed with phenomenology, one of the qualitative research methods. Semi-structured interviews were conducted with nine classroom teachers working in inclusive classrooms in Eskişehir. The data were analyzed through content analysis. The results of the study revealed that there are unfavorable physical conditions for students with special needs, unfair workload, and insufficient cooperation among stakeholders. Suggestions such as the appointment of special education teachers to schools with inclusive classrooms and special education mentoring were offered.
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