AN INVESTIGATION INTO TEACHERS' LEVELS OF ADOPTING INCLUSIVE EDUCATION PRINCIPLES
AN INVESTIGATION INTO TEACHERS' LEVELS OF ADOPTING INCLUSIVE EDUCATION PRINCIPLES

Summary/Abstract: This study aimed to examine teachers’ levels of adopting inclusive education principles. The research was conducted using the general survey and causal-comparative models within the framework of quantitative research methods. The study population consisted of teachers, with the sample drawn from teachers working in the province of Igdir. A total of 548 teachers participated in the study. Data were collected using the Inclusive Education Principles Adoption Scale (IEPAS). Descriptive statistics, Independent Samples t-Test, and OneWay Analysis of Variance were used to analyze the data. The results revealed that teachers perceived themselves as adopting inclusive education principles at a very high level across dimensions such as inclusive school climate, explicit expectations, inclusive course content, accessibility, and reflection. The levels of adopting these principles did not show significant differences across any sub-dimensions based on class type or level of education taught. However, statistically significant differences were observed in various sub-dimensions when considering factors such as gender, pre-service inclusive education training, in-service inclusive education seminars, settlement area, educational background, employment status, and seniority.

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