The struggle for an inclusive education: Discursive analysis of Türkiye's National Action Plan and the conceptual misunderstanding of inclusion

Abstract Inclusive education practice varies significantly despite international advocacy and policy frameworks, especially in contexts like Türkiye. This study critically analyses Türkiye's ‘National Action Plan of Educational Practice Through Inclusion (2022–2026)’ to assess its alignment with contemporary inclusive education principles and evaluate its potential impact on educational practices. Utilising a critical discourse analysis framework, this research examines the content of the action plan, with a focus on proposed policy regulations, infrastructural improvements, teacher training and support services. The findings indicate that, although the action plan makes significant strides in proposing infrastructural and support service improvements, it falls short of fully embracing an inclusive educational philosophy. The plan's emphasis on increasing the number of special education classrooms and schools contradicts inclusive education. The lack of comprehensive teacher training and pedagogical support undermines practical improvements. Longitudinal and comparative studies need to evaluate the long‐term impact of these policy measures.