Abstract
Thirteen research studies have been identified regarding inclusion of special needs students in regular education environments in Turkey. Six of these studies are theses whereas the rest of them are journal articles or conference papers.
When these studies are grouped according to subject areas, there are six studies analysing the attitudes and opinions of teachers about inclusion, five studies comparing included students in terms of social skills, one study examining reading and writing instruction to included students, and one study comparing the educational involvement of parents of included and excluded students. Most of these studies are about students with mental retardation. When the methodology of the studies are considered, ten of them were conducted descriptively, two of them were conducted experimentally, and one of them was conducted qualitatively.
In the proposed presentation, results of the above studies will be compared and contrasted. In the light of these evaluations, (a) contributions of these studies to inclusive special education practices in Turkey will be discussed; and (b) future research needs in the area of inclusion in Turkey will be identified.
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