"Who Fits, With Who?" Challenges in Inclusive Education

• In Event: Roundtable Session 13
  In Roundtable Session: National Policies in Multiple Contexts

Abstract

This study examines Turkish teachers’ conceptualization of inclusive education and their experiences with diverse group of children (e.g. children with disabilities, Kurdish children) who experience educational inequities due to their perceived differences. Although inclusive education is defined to ensure equal opportunities to access, participation, and outcomes for all children regardless of their differences in national policies, not all children benefit from education in same ways. I used cultural-historical-activity-theory to understand teachers’ interpretations and experiences about inclusive education. I used photo and video elicitation to facilitate the focus group and individual interviews. The study findings showed that children had different equity struggles in access, meaningful participate, and having equal outcomes in their education.

Author

• Sultan Kilinc, Arizona State University