Sınıf Öğretmenlerinin, Kaynaştırma Eğitimine İlişkin Görüşleri ve Çeşitli Değişkenlere Göre Mesleki Tükenmişliklerinin İncelenmesi

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In the Regulations of Ministry of National Education Special Education Services, mainstreaming is described as the practice of educating students with special needs in regular classes in public and private preschool, elementary, middle, secondary and adult education institutions with educational support services and with their peers without disability during specific time periods based on their skills. Inclusive education is seen as the best choice within the current options for the students who need special education. Field experts expect that our education system should by pass the steps and pass to reverse mainstreaming and integration instead of easy mainstreaming. One of the points to be considered in the evaluation of the effectiveness of inclusive education is the approaches, application studies, efficiency and competencies of teachers who are practitioners in inclusive education. In the study, semi-structured information form and the Maslach Burnout Inventory are implemented to 53 classroom teachers. In the study teachers’ approaches on mainstreaming, how they evaluate themselves, how efficient they find the application of integration, whether they want mainstreaming students in the classroom or not and their occupational burnout situation depending on other variables are tried to be determined