@article{2018,title={CLASSROOM PRACTİCES OF PRE-SCHOOL TEACHERS WİTH INCLUSİVE STUDENTS},abstractNode={This study was conducted to identify the classroom practices of pre-school teachers with inclusive students in their classes by using qualitative research method. The sample of the study consisted of 11 volunteer teachers from 4 independent kindergartens affiliated to Şahinbey District Directorate of National Education in Gaziantep and the special needs children in their classes. Data of the study were gathered using interview, observation and document analysis. Semi-structured interview questions aims to identify in-class practices of teachers for children with special needs, and "access", "participation" and "support" dimensions of children's education process. For the classroom observation, researchers observed an activity defined in the class of each teacher from the beginning to the end. Document analysis was conducted by examining daily education programs, activity plans and children's Individual Education Plans to support interviews and observations. Findings from interviews and observations were analyzed by content analysis method. Based on the findings of the study, three themes including education process, teacher and child and sub-themes related to themes have been composed. It was been identified that the teachers' level of in-class practice is not sufficient and that they had expectations from normal children. In addition, the children with special needs have problems with reporting, placement, reading and behavior problems.},author={Şermin METİN-- Latife ÖZAYDIN},year={2018},journal={The Journal of Social Sciences}}