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    Studies on Parents of Children in Inclusive Education in Türkiye: A Systematic Review
    (Sage Publications Inc, 2025) Aslan Bagci, Ozlem; Karaca, Muhammed Abdulbaki; Gonen, Akin
    The aim of this study is to synthesize the results of research conducted on families of children attending inclusive education in Turkey and the accumulated knowledge in this field using the PRISMA methodology. A search criterion based on five databases covering the last 10 years (2013-2023) was determined to create a general perspective with current studies and to reach evidence-based results. The 11 qualitative research articles included in this study were synthesized in terms of quality standards (JBI) and descriptive results. The systematic review process followed PRISMA 2020 guidelines, and findings were analyzed through meta-ethnographic synthesis. As a result, the evaluation of the relevant studies in line with quality standards was included in the review study analyzed within the framework of T & uuml;rkiye. In general, it was found that most of the studies met high methodological standards, but some studies had deficiencies in certain criteria, such as researcher reflexivity, sufficient inclusion of participant views, and ethical compliance. In addition, the articles included in this study were described in terms of purpose, sample characteristics, method, design, data collection techniques, data analysis techniques, field of interest, and results. The results of the studies were analyzed thematically and evaluated. As a result of these analyses, the meanings that parents attribute to inclusive education, their expectations, their experiences during the pandemic process, and their positive and negative views on inclusive education were emphasized. The findings of the study show the multidimensional nature of inclusive education and reveal that various understandings of inclusive education have been developed from different perspectives.
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    Teachers' social acceptance levels and their views on students with special needs
    (Routledge Journals, Taylor & Francis Ltd, 2025) Gonen, Akin; Abdulbaki Karaca, Muhammed; Dogmaz Tunali, Sila; Akay, Tarik
    This study aims to determine teachers' levels of social acceptance towards students with special needs and their views on integrating these students into inclusive education. The study was conducted using a simultaneous mixed-methods approach, combining qualitative and quantitative methods. For the quantitative aspect of the research, data were collected from 183 teachers working in general education institutions through the Teacher Social Acceptance Scale for Individuals with Special Needs developed by (Aktan, O. 2021. Development of a Social Acceptance Scale for Teachers Working with Individuals with Special Needs, Validity and Reliability Study. Trakya Education Journal 11 (1): 315-332. https://doi.org/10.24315/tred.712982). The data were analyzed using statistical software and examined in relation to various variables. The study collected qualitative data from 75 teachers in general education institutions using a semi-structured interview form. The data were analyzed using content analysis software. The quantitative analysis revealed significant differences between the social acceptance levels of teachers and various variables. As a result of the qualitative analysis, six main themes emerged: social acceptance and integration, self-confidence and personal development, equal opportunity in education, improvement of learning environments, use of educational technology, and teacher education and development. In particular, it is recommended to implement targeted professional development programs designed to strengthen teachers' social acceptance of students with special needs, thereby fostering more inclusive school environments.