PART 1: Theoretical Knowledge

2.2.1 An introduction to inclusive education

As countries try to strengthen their national education systems, they also continue to have great difficulties in finding ways to involve all learners in this process and ensuring that each individual has equal opportunities for educational development. Education as a fundamental human right is enshrined in the 1948 Universal Declaration of Human Rights. Within the scope of the declaration, it is considered important to “fight global poverty, improve health and enable people to play an active role in their societies”. Inclusive education is, simply, a fundamental right that everyone has access to education without discrimination. (UNESCO, 1994; Stubbs, 2008; Haug, 2017).

Inclusive education is a philosophy that brings together students, families, educators, and members of society for the purpose of school-based acceptance, belonging, and becoming a society. (Salend, 2011).

The main purpose of inclusive educational practices is to eliminate exclusion and discrimination that may arise from prejudices and negative attitudes regarding the different characteristics and circumstances of individuals in educational environments. Because education directly affects all individuals of society, an inclusive education system is central to building a society with a highly qualified educational experience and without discrimination. Although awareness of inclusive education has increased recently, the presence of children who are out of school for different reasons or who continue to experience negative educational experiences indicates the need for improvements in this area.

Inclusive education is a philosophy based on the belief that education is necessary for every person to participate in society. This understanding acknowledges differences in people and argues that every child has a right to education. When an inclusive education program is implemented, it benefits both socially and academically individuals who need special education and their peers. Acceptance first develops in the school environment, then moves to home and work in the community. Inclusiveness is an educational philosophy and advocates the goal of every individual to participate in social life in every sense.

2.2.2. Basic principles of inclusive education

According to the research of Inclusive Education done by Sue Stubbs;

All children should be given the opportunity to alternately express and use the aspect that they are good at.

Adaptations should be tailored to the needs of all students.

Current technology should be used effectively.

Inclusiveness should not only be considered in a physical context, but also in terms of cognitive, social, affective, educational practices.

Arrangements for the student should be made without parsing it.

2.2.3 Main motive of inclusive education

According to the Amnesty International, the main motive of Inclusive Education is ‘Discrimination’. Discrimination between people starts at a young age depending on the gender, income, ethnic origin, languages they speak, religions they believe, disability, or completely other reasons. Today, unfortunately, this distinction prevents every child from having the opportunity to receive equal education and to participate in social and cultural activities.

Amnesty International describes discrimination as a situation in which a person cannot enjoy human rights and other legal rights equally with others due to an unfair distinction in terms of policy, law, or treatment.

Discrimination is a process related to all negative attitudes and behaviors that are fueled by prejudices against members of a group or group. Prejudices and therefore discrimination led to negative thoughts towards the group or group members they are developed in, as well as attitudes that include negative emotions ranging from dislike, contempt, avoidance, and hatred. (Göregenli, 2008)

Direct discrimination: It clearly refers to the unequal treatment of a person, group, or segment of society due to differences in faith, language, religion, or ethnicity, and so on. Different treatment: includes a wide range of forms of discrimination, from openly mocking, denigrating, or denigrating, to disseminating hate speech that incites discrimination against these groups. Mistreatment of a student in the classroom due to his/her ethnicity and constant exclusion of a student due to his/her appearance are examples of discrimination in the educational environment.

Indirect discrimination: It describes attitudes that are difficult to recognize, operate through innuendo or indirect forms of expression, or sometimes discriminate certain segments in terms of their consequences, although they do not create any seemingly problematic situations. “Ignoring " is one of the most obvious forms of such discrimination. An example of this type of discrimination is that in the classroom environment, the teacher ignores the statements of the student who is labeled naughty and cares more about the statements of the successful student.

Besides, inclusive education is justified on three separate bases according to UNESCO:

Educational Justification:

- Inclusive schools develop teaching methods that respond to individual diversity, and this is for the benefit of all students.

- In a differentiated/diversified teaching based on the student's educational performance and individual needs instead of standard teaching, it is much more likely that all students will participate in and benefit from learning processes.

Social Justification:

- Inclusive schools will create the foundation for a more just and inclusive society by creating an attitude change.

Economic Justification:

- Schools that teach all students together cost less than a more complex education system in which different schools are established for different groups of students.

2.2.4. Benefits of inclusive education

All students, regardless of their ability and ability, have equal rights.

They can get individual help from a teacher in the learning process.

Children with special needs can acquire social skills and communication skills.

They can get a quality education and, in the future, - to study at a university, to master a profession, to become a full and independent member of society.

Ordinary children can develop human qualities such as empathy, patience, tolerance.

2.2.5. Inclusive Schools

Inclusive school is a concept used to describe schools that believe that all students can achieve despite their differences, develop a common understanding, and value personal rights and equality.

In an inclusive school, students from all cultural, ethnic, and socio-economic groups, students whose mother tongue is different, students who have just joined the existing society are seen as important components of the school.

An inclusive school expresses an educational orientation that embraces and values differences rather than a strategy or practice.

2.2.6. Features of inclusive education

Administrators in leadership positions in inclusive schools (e.g., headteachers) and teachers (e.g., group heads) play an important role in setting a vision for the school in the context of inclusiveness, finding support for this vision, and working with school staff to make the school a successful school. Many studies show that leadership can be the most important support or the biggest obstacle to the development of an inclusive school. Managers and teachers in leadership positions take part in matters basically such as;

Democratic Learning Environment

An inclusive school cares about individual differences, cares about student participation, and supports all stakeholders of the school (teachers, students, administrative staff, and families) to take responsibility and responsibility for learning and teaching activities.

One of the most important features of an inclusive school is equality. In an inclusive school, all students and staff are treated with respect and fairness, and all opinions and contributions are valued.

Another important feature is collaboration; all stakeholders inside and outside the school have an understanding of working together for the success of the school and its students.

One of the most basic requirements of an inclusive school is democratic classroom environments. In these classroom environments, students can share their ideas, jointly set class rules, and have the right to make decisions about their own learning and the qualities of the learning environment.

Creating a safe, positive, and strong school culture is one of the most important steps towards becoming an inclusive school. Here are some steps that school administrators and teachers can take in creating an inclusive school culture;

inviting families and local community representatives to visit schools and classes for helping with projects and taking part in teaching,

providing students with opportunities to actively participate in teaching and to lead,

encouraging all stakeholders in the school to submit recommendations and lead the implementation of the submitted recommendations,

supporting small or large-scale events and celebrations that support differences in school.

In inclusive classrooms, teachers should organize content and teaching activities in a way that addresses different learning styles and includes students with different skills and interests, considering personal and cultural differences.

Content presented in inclusive classrooms should appeal to students, research topics should be interesting, and the content should be differentiated according to students ' learning needs

Educational materials should be enriched to cover student differences. In the courses, the existence of individual differences in related subjects and the importance of preserving them should be emphasized.

Teachers who have adopted inclusive education aim to organize materials, lesson plans, teaching strategies, learning environment, educational goals according to the understanding of inclusion and to meet the academic and social needs of students.

Some of the opportunities that a teacher who has adopted inclusive teaching can offer to students with different learning requirements are as follows:

It is to minimize the barriers to the work of teachers and students, to use the appropriate teaching time and to ensure the participation of students in activities.

Managing resources, people, and time in the classroom.

Ensuring that students respect themselves and their environment.

Ensuring the active participation of the student in the learning processes.

Processing the processes that are involved in changing behaviors that prevent all students from participating in learning processes.

As a result, steps and methods that will be useful to follow for the dissemination of inclusive education and its practices should be among the priorities of education policy.

The primary steps to be taken to disseminate inclusive education in all countries may be determined as to speed up information and awareness-raising activities in this regard; to update curricula and educational materials to support inclusive practices and to develop training for teachers. The proposed steps offer a holistic perspective that will lead to positive changes in the entire education system.

Taking these steps into life requires all actors associated with education to work collaboratively. Every step along this path and every project to be implemented is valuable and has the potential to be an important milestone for the settlement and internalization of inclusive education.