Abstract
This study was conducted with the purpose of finding out the opinions of teachers working at special education centers about inclusive education. The study was conducted with teachers working at a special education center in Famagusta, Turkish Republic of Northern Cyprus, in the academic year of 2016-2017. Qualitative methodology was used in the research. Using semi-structured interview technique, face-to-face interviews were held with teachers of various ages, length of service, gender and of different undergraduate and graduate degrees who work at the special education center. Face-to-face interviews were recorded with voice recorders. The teachers were first informed on the reason of the interview and the reason for which the data would be used. Descriptive analysis technique was used in the analysis of data. According to research findings, teachers working at the special education center stated that there was no special education and inclusion law in Northern Cyprus, that the law should be passed at once, that inclusive education should be regulated with this law and arbitrary practices should be ended and that uncertainties should be eliminated. They emphasized that school managers and teachers were inadequate and ignorant about inclusive education, that especially teachers were unable to prepare and implement BEP programs, and that both teachers and managers should be subjected to compulsory on-the-job training on inclusive education. They argued that supporting education services were inadequate, special education teachers should be assigned to schools where inclusive education was offered and teachers should be given sufficient support and supportive education rooms should be designed and used properly. In conclusion, teachers working at special education centre suggested that the problems in inclusive education were entirely caused by legal gaps; that existing laws were inadequate for which reason a special education and inclusion law should be passed immediately and emphasis should be given to on-the-job training activities.
 Keywords: Inclusion/integration, special education, special education teachers, opinions on inclusion / integration.
Highlights
Education is the most fundamental right of all individuals
The rights of education are secured with national and international laws and conventions for all individuals (Batu, Colak & Odluyurt, 2014). 1981- “UNESCO Malaga World Conference on Education, Prevention and Participation Activities and Sundberg Declaration” emphasized that countries should take measures to facilitate the access of disabled persons to education and teaching, offer supportive education services that parents need, ensure parent participation in education services and include parent education, increase the qualifications of educators, upgrade education environments so that they are suitable for disabled individuals and meet their material needs and take measures required to reintegrate them to the society (TC MEB, 2013)
“In order to make sure that equality of opportunity is ensured without discrimination, integrative education system must include disabled individuals, who should be included in general education system, and they should benefit from compulsory and free of charge elementary and secondary education opportunities, their equal access to education in their habitat should be ensured, regulation should be made suitable for their needs, the support they needed within education system should be provided, and their access to higher education, vocational education, adult education and life-long education should be provided under equal conditions without discrimination of any kind” (TC MEB, 2013)
Summary
Education is the most fundamental right of all individuals. No one can be deprived of the right of education due to their non-abilities. 1981- “UNESCO Malaga World Conference on Education, Prevention and Participation Activities and Sundberg Declaration” emphasized that countries should take measures to facilitate the access of disabled persons to education and teaching, offer supportive education services that parents need, ensure parent participation in education services and include parent education, increase the qualifications of educators, upgrade education environments so that they are suitable for disabled individuals and meet their material needs and take measures required to reintegrate them to the society (TC MEB, 2013). In 1990 “World Conference on Education for Everyone”, European Union Integration of Disabled People within General Teaching System accepted as a principle decision that individuals with special needs should participate in general education system and related efforts should be encouraged. In 2006 – 2015 European Council Action Plan for People with Disabilities recommendation has been made with regards to the rights of people with disabilities such as diagnosis, prognosis, treatment, accessibility, integration, vocational courses etc. (TC MEB, 2013)
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