Kaynaştırma modeli ile eğitilen öğrenciler için bireyselleştirilmiş eğitim programlarının geliştirilmesi ve uygulamasına yönelik sınıf öğretmenlerinin görüşlerinin belirlenmesi

This study aims to find out the ideas upon inclusive education of primary school teachers who have inclusive students in their classes at schools having inclusive application. This study has been done in order to determine the problems and possible solutions in the process of preparing and applying Individualized Education Plan (IED) for teachers who have inclusive students in their classes. The sample of the study consists of 30 primary school teachers who work in public schools which have inclusive application in Selçuklu, Konya. The collection of the research data has been fulfilled via one of the qualitative research method called "Semi-structured interview method". The obtained data has been analyzed via induction analysis technique. The problems of teachers who have inclusive students in their classes are identified as: Class sizes are not suitable for the education of inclusive students; low attendance for in-service training, in-service training programs are not held by professionals; inadequacy in preparing a separate inclusive education; inadequate support from administrative personnel, counselling service and other staff at schools; unsuitable physical environment for students with special needs; mental incompetency is the hardest point while educating these students; coordinating with the families of mentally incompetent students is not at adequate level; non-inclusive students and their parents do not accept mentally incompetent students in their own classes; inclusive students' pedagogical diagnosis held by Counseling Research Service (CRS) do not reflect the truth. Teachers have suggested such possible solutions upon these problems as: Improving the physical circumstances; providing suitable tools and materials for students with special needs; including parents, teachers and all the school staff into inclusive education programs; cooperation of parents, teachers and school staff; employing inclusive education experts and forming inclusive education classes at school; preparing pedagogical diagnosis reports according to the students' needs.