ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, vol.17, no.3, pp.247-268, 2016 (ESCI)
In this study, it aimed to put forward teachers opinions who works in an elemantary school in Eskisehir about Individualized Education Programme (IEP), legal arrangement and inclusion implementations. Teachers branches consist of classroom teachers, special education teachers, pre-school teachers, English teachers and guidance teachers. Data of the study were collected with 17 volunteer teachers via semi-structured interviews and for this, appropriate questions were prepared and used. The interviews were lasted between five to 21 minutes in changing times. After conducting the interviews, data were analyzed descriptively. Problems in the education of students with special needs were more likely; not held classes for students with special needs of the present, lack of educational evaluation diagnostic and placement, not informed enough people in the process, parents disavowal children's special status of, which concentrates on exhibit negative attitudes and behavior towards students with special needs and students with normal development. In this study has also obtained teachers have general information about individualized education program, fulfillment of the responsibilities in the individualized education program and development process and provided to special needs the necessary support from the school board members and guidance service. Results of the study emerged some suggestions: Decreasing the number of students in the inclusive classes, making physical, instructional and behavioral adaptations, correcting educational assessment, placement and diagnosis processes, providing information to the people in the inclusion process, increasing the number of support rooms in the schools are some of the suggestions which are thought to make the inclusion implementations more accomplished.