Primary School Teachers’ Opinions Related to Inclusion of Students With Special Needs

The purpose of this study is identifying the problematic aspects of and evaluating the success of inclusion practices of students with special needs in depth investigation of the primary school teachers’ opinions. with this purpose in mind, interviews were conducted with 23 teachers who worked in elementary schools with inclusion instruction in affiliation with the national ministry of education in 16 different cities in turkey and who volunteered to participate in the research. in the present research where the descriptive method was employed as one of the qualitative research methods, the research data which were collected via the semi-structured interviews were analysed with nvivo 8 qualitative data analysis program using the inductive analysis technique. the findings show that teachers stated that children with special needs develop academically and socially during inclusive education process of; families don’t take care of their children with special needs; teachers have tuitional problems with students who have special needs and this process affects them negatively. classroom teachers stand by each other mostly by exchanging opinions. they don’t get sufficient support from their administrators or counselors. providing support education services for both classroom teachers and students with special needs in inclusive education is likely to minimize the problems encountered.