The views of students in an inclusive classroom environment in high school on the course learning process

This study aims to determine the problems of students in an inclusive classroom environment in high school during the classes and to suggest some solutions to these problems. In this study, a case study of qualitative research methods was used. In the 2017-2018 academic year, 12 students in an inclusive classroom environment studying in a high school institution in Erzurum city center form the working group of the research. The data of the study were collected with an interview form consisting of open-ended questions. The data were presented with content analysis by creating themes, codes and direct quotations from students' expressions. In the study, it was concluded that there is no change in curriculum content, examination and teaching adaptations for inclusion students. Although some of the students in an inclusive classroom environment stated that they received support from their families, it was observed that the cooperation with the individuals involved in the process did not fully take place. According to the obtained data, suggestions for shaping the educational environments of students in an inclusive classroom environment were presented.This study aims to determine the problems of students in an inclusive classroom environment in high school during the classes and to suggest some solutions to these problems. In this study, a case study of qualitative research methods was used. In the 2017-2018 academic year, 12 students in an inclusive classroom environment studying in a high school institution in Erzurum city center form the working group of the research. The data of the study were collected with an interview form consisting of open-ended questions. The data were presented with content analysis by creating themes, codes and direct quotations from students' expressions. In the study, it was concluded that there is no change in curriculum content, examination and teaching adaptations for inclusion students. Although some of the students in an inclusive classroom environment stated that they received support from their families, it was observed that the cooperation with the individuals involved in the process did not fully take place. According to the obtained data, suggestions for shaping the educational environments of students in an inclusive classroom environment were presented.