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Abstract

This study aims to analyze the factors affecting the inclusion practices implemented at all schools and levels in Çankırı Province. The study included 104 schools in Çankırı that implement inclusion practices. The research was conducted according to the embedded mixed design model. A survey was used as a quantitative data collection tool, and document analysis and observation form were used as a qualitative data collection tool. The survey data was analyzed quantitatively. The observation and document review data were analyzed descriptively. The results show that the support education and psychological counseling services for inclusion practices in Çankırı province are insufficient in terms of quality and quantity. In addition, it was found that the schools did not direct the students with special needs to the guidance and research center during the transitions between levels within the periods specified in the legislation. It was found that the schools had high rates of preparing individualized education plans for students with special needs, but there were still implementation problems. The rate of psychological counselors/guidance teachers in schools is 44%. The rate of opening support education rooms was determined to be 37.6%. 54.5% of the schools applied inclusion preparation activities to children with normal development, 36.6% to families, and 33.7% to auxiliary service personnel. Findings indicate that inclusive practices are not at a sufficient level. Support education rooms should be improved in terms of quantity and quality for successful inclusion practices in schools. Inclusion preparation activities in schools are found to be insufficient. Preventive and corrective intervention programs should be prepared for inclusion preparation practices. Besides this, the number of in-service training courses in this field should be increased. The number of psychological counselors/guidance teachers in schools should also be increased, and the norms for guidance teachers should be rearranged.