Abstract
The aim of this study was to determine the perceptions of teachers in Turkey towards inclusive education through metaphors. Phenomenology was adopted in this research. The study group of the research consisted of 120 teachers working in public schools in Turkey in 2019-2020 academic year. Snowball sampling, criterion sampling and maximum diversity sampling methods were used to determine the study group. Content analysis was applied to the data. As a result of the research, it was revealed that Turkish teachers considered inclusive education as a process that required patience and exertion and that this education was an indispensable need for the student with special needs. It was concluded that suitable educational support should have been given to the students with special needs according to their individual needs. It was also concluded that it was important for students with special needs to share the same learning environment in an integrity without separating them from their peers who had ‘normal’ academic and social development. In addition, it was emphasized that students with special needs should have been accepted with their own behaviours and characteristics in the learning environments they were in and it was important to turn these differences into opportunities for the benefit of the student.
Highlights
Education is vital for children with special needs like all children both in terms of having a profession and participating in social life
As a result of the research, it was revealed that Turkish teachers considered inclusive education as a process that required patience and exertion and that this education was an indispensable need for the student with special needs
It was emphasized that students with special needs should have been accepted with their own behaviours and characteristics in the learning environments they were in and it was important to turn these differences into opportunities for the benefit of the student
Summary
Education is vital for children with special needs like all children both in terms of having a profession and participating in social life. Such that, attending school has an important place in completing the personality of the child and being an individual. Inclusive education sees all children as equal members of an educational community and supports their full participation in the general education system. Inclusive education requires recognizing and protecting the rights of all children and understanding human diversity as a rich resource. Inclusive and integrative values should be put into action to ensure that all children participate in education and develop in inclusive education (Cologon, 2013)
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