Middle School Inclusion Students’ Perceptions of Educational Institutions and Their Perspectives on the Challenges They Encounter
Bibliographic Data
| ID | 22006477 |
|---|---|
| Authors | Ahmet Koç (0000-0001-6165-4401, Akdeniz University), Tuğba Sarıtekin (0009-0005-2582-8220, MİLLİ EĞİTİM BAKANLIĞI), Hilmi Demirkaya (0000-0002-4456-580X, Akdeniz University, corresponding author), Mustafa BORAN (0009-0000-9168-0731, Çanakkale Onsekiz Mart Üniversitesi), Ülkü Tuğçe Çal Pektaş (0000-0003-2902-8229, Akdeniz University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 4 |
| Publication date | 2025-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251401275 |
| OpenAlex | W4416824754 |
| Language | EN |
| References cited | 37 |
This study offers an in-depth exploration of the lived experiences and challenges faced by middle school students enrolled in inclusive education programs in rural southwestern Turkey. Unlike previous research that often focuses on policy or teacher perspectives, this study centers student voices, highlighting how they navigate academic, social, and emotional dimensions of inclusion. Through qualitative analysis of semi-structured interviews with 15 students from two rural secondary schools, the findings reveal that students view school not only as a site of academic learning but also as a key space for social connection and emotional expression. While many students reported general satisfaction with mainstream education, critical concerns emerged regarding the adequacy and accessibility of special education services. Furthermore, the study identifies both supportive and exclusionary peer behaviors, as well as varying degrees of student-teacher communication quality. By foregrounding students’ perspectives, this research contributes original insights into how inclusive practices are experienced on the ground and offers actionable recommendations for creating more responsive and equitable school environments. Implications for inclusive education policy and practice are discussed, and directions for future research are proposed
Educational research · Foregrounding · Mainstream · Mainstreaming · Perception · Qualitative research · Collaborative Teaching and Inclusion · Educational Environments and Student Outcomes · Teacher Education and Leadership Studies
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| Highly cited | No |
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