Normal Sınıflara Devam Eden Özel Gereksinimli Öğrencilerin Kaynaştırma Uygulamasına İlişkin Görüşleri ve Karşılaştıkları Sorunlar

Abstract

Abstract The aim of this study is to examine the views of students with special needs who attend normal classes on the application of inclusion and the problems they encounter. Children have different developmental characteristics, learning styles and speeds from each other. These differences may be more pronounced in some children. Since general education services are insufficient in the education of such children, it is useful to use special education services. However, in recent years, students with special needs have been educated in general education classes without leaving their peers, using support special education services, that is, inclusion education has found wide application. Today, the most preferred inclusion education for children with special needs to be accepted in society, increase their adaptation to society and not be deprived of the educational environment they have the right to is the inclusion education that they can see in normal classrooms, which is considered the least restrictive environment for them. In a successful Decoupling education application, individuals with special needs have the opportunity to discover and develop their own abilities, as they will be educated among normal students. When the literature is examined, it has been seen that many studies have been conducted on inclusion education. These studies were conducted with teachers, teacher candidates, school administrators, children with normal development in order to determine their opinions and suggestions for inclusion education in general. the studies conducted with regard to students with special needs who personally benefit from inclusive education are quite limited. It is thought that inclusion students are the individuals who can most accurately convey the difficulties experienced in inclusion education, and therefore it was aimed to determine the views of students who are injured by inclusion education about inclusion education and the problems they encounter during inclusion education. Key Words: Students with Special Needs, Integration Practice, Classroom Environment