KAYNAŞTIRMA ÖĞRENCİSİ OLAN İLKÖĞRETİM ÖĞRETMENLERİNİN KAYNAŞTIRMA EĞİTİMİNE İLİŞKİN YAŞADIKLARI SORUNLAR

Abstract

Abstract

The purpose of this research is to reveal the problems encountered by classroom teachers who have students from different disability groups. The research population consists of first-level classroom teachers working in primary schools in the 2024-2025 academic year. The study population of this research to be conducted in the 2024-2025 academic year consists of classroom teachers working in primary schools affiliated with the Ministry of National Education. The data collected in the research was analyzed using qualitative research methods. The data obtained from teacher and family interviews were examined using the content analysis method, and main themes and sub-themes were determined. According to the findings obtained in the research, it can be said that in order to increase the effectiveness of inclusive education, emphasis should be placed on systematic arrangements, teacher training, family participation and social acceptance studies. It has been determined that teacher experience and willingness play an important role in the success of inclusive education, but students face various difficulties in academic and social terms. The statements of the participants reveal that teachers do not always fully understand the needs of their children and sometimes require more individual time and attention. As a result of the research, suggestions such as strengthening teacher-family cooperation and awareness studies to increase the level of social acceptance were made.

Keywords: Inclusive, Teacher, Student, Family.