QUANTITATIVE EVALUATION OF PROSPECTIVE TEACHERS' VIEWS ON INCLUSIVE EDUCATION

In this study, pre-service teachers' views on inclusive education were evaluated from aquantitative research perspective. The survey model, one of the quantitative researchdesigns, was used. The sample of the study consists of 482 prospective teachers studyingat the same state university. The "Opinions Related to Mainstreaming Scale" was used toevaluate the views of pre-service teachers about inclusion. In the study, frequency andpercentage values for each item were calculated for the data obtained from the study. Inaddition, Pearson correlation coefficient was calculated to determine whether there wasa relationship between the sub-dimensions of the scale depending on the data collected.Although the results of the research are generally positive, the opinions of the pre-serviceteachers about inclusive education are inconsistent with each other, indicating that theknowledge and skill levels of the pre-service teachers about students with special needsare insufficient. It is important for a qualified inclusive education that teacher candidateswho will start working in schools in the future develop positive attitudes towardsinclusive education and have high levels of knowledge and skills.