KINDERGARTEN PRINCIPALS' VIEWS ON INCLUSIVE EDUCATION: A FOCUS GROUP STUDY

Abstract

In Turkey, as in many other countries, laws, and regulations protect every child's right to an
education. This encompasses all disabilities that need special education. Distinct features and
disability groups cannot benefit from education without specific adjustments in general education
for students who vary considerably from their classmates and have different disability groups.
Starting special education at an early age is one of the most fundamental concepts of special
education and is incredibly important, just as it is crucial to start education at an early age in
kindergarten education. This research aims to ascertain the perspectives and recommendations of
school administrators who have inclusive pupils in their kindergartens on inclusive education. The
study included a qualitative research approach known as focus group discussions. At the end of the
study, it is discovered that the majority of the information resources of kindergarten principals
working in kindergartens are gathered in the form of university education, in-service training,
school guidance service, and individual efforts, and that mainstreaming students only have a hazy
understanding of their rights as outlined in the constitution, laws, regulations, and directives. When
working with special education children, the topics they need assistance with are communication,
family education, behaviour shaping, and the preparation of individual education plans, and the
resources they use to guide families are books, special education specialists, child mental health
specialists, relevant departments of universities, guidance research centres, and so on. It is
expanding as a school guidance service. Participating kindergarten principals generally indicated
that inclusive education was very helpful to their pupils, while a few participants claimed that the
lack of adequate physical conditions and opportunities hindered this advantage.