Perceptions of Science Teachers towards Some Concepts Related to Inclusive Education: Metaphor Study

Abstract

Introduction: This study was conducted to determine the science teachers' perceptions towards the concepts of inclusive education, inclusive students, and individualized education programs (IEP) related to inclusive education. Method: 234 science teachers participated in the study, which was carried out in the phenomenological design. The metaphorical form developed by the researchers was used to collect the data within the scope of the research, and the obtained data were analyzed by the content analysis method. Findings: In the study, "integrative", "practice competence", "negative connotation", "fulfillment of needs", "difference", "supporting effect", "process" and "other" categories were created for the concept of inclusive education; "externally dependent", "promising", "positive connotation", "negative connotation" and "other" categories for the concept of inclusion student; and "supporting effect", "content", "formality" and "fulfillment of needs" categories for the concept of IEP. Discussion: The metaphors created by the teachers for the concept of inclusive education were mostly collected under the "integrative" category; the metaphors created for the inclusive student mostly under the "external dependent" category, and the metaphors created for the concept of IEP mostly under the "supporting effect" category. It has been concluded that inclusive education generally provides integration and is perceived positively by teachers, inclusive students are perceived as needy and demanding more as externally dependent individuals, and IEP has a guiding perception by providing overall support to both teachers and students in the education and training process.