Sınıf Öğretmenlerinin Özel Gereksinimli Çocukların Kaynaştırılmasına Yönelik Öğretmen Yeterlikleri ve Program Tasarım Yaklaşımı Tercihlerinin Araştırılması

The first law directly related to special education practices in our country is the Law No. 2916 on Individuals in Need of Special Education, which came into force in 1983. With this law, the general framework of special education was determined. According to the Ministry of National Education's 2018 Regulation on Special Education Services, special education is defined as an education program developed to meet the educational and social needs of individuals who differ from their peers in terms of developmental characteristics and educational competence, and education carried out in appropriate places and times with expert personnel. According to the same regulation, special education is defined as education provided by teachers who are carefully trained to fulfill the educational requirements of individuals who do not show normal development by creating individual programs and techniques appropriate to the level of the individual and in environments suitable for the individual's individual differences and disability. According to the definition made by the World Health Organization, special education refers to the inability or limitation of an individual to fully fulfill the behaviors expected of him/her due to a deficiency or inability associated with age, gender, cultural and social factors. Teachers who have students with special needs in their classrooms within the scope of mainstreaming practices. Key Words: Special Education, Inclusion-Integration Education, Teacher Competencies, Program Design Models