Purpose

Inclusion model which has been implemented for 30 years in Turkey has many problems such as teachers’ negative attitude, inability to meet the needs of students with special needs, not using different teaching methods and inability to cope with students’ problem behaviors. Even if the teachers complain about students problem behaviors, problem behaviors of students with and without special needs are related to teachers’ behaviors. While some studies which examined teachers behaviors related to students with special needs revealed that teachers focused on students with special needs more, other studies which had been conducted in Turkey showed that teachers are generally unconcerned about these students. Teachers behaviors have fundamental importance for students with special needs and inclusive classrooms, thus this study’s purpose was to gather data about teachers behaviors working in inclusive classrooms related to students with special needs.