Inclusive Education Environments from the Teachers’ Perspective

An Inquiry in a Turkish Primary School

Abstract

Inclusive education, which provides equal opportunities to a wide spectrum of students, has been adopted as the dominant educational practice in primary schools worldwide, including Turkey. Although implementation of inclusive education has been clearly defined in legislation and scholarly literature, its practical application has remained limited in Turkey due to the insufficient provisioning of necessary school facilities and programs, as well as the lack of an effective and comprehensive design approach for physical school environments. These field notes present the results of interviews in an inclusive primary school in Turkey to evaluate how physical features of the school environment can contribute to the implementation of inclusive education.