Disabled people, as others, have the right to social life, the establishment of interpersonal relationships, love and respect by others, and independent life without any need of anyone. This could only be provided through awareness of an integrated lifestyle in society. The basis of such awareness could be found with the help of inclusive education in educational instutions teaching students with special needs and normally developing peers in the same classrooms. Inclusive education is a modern education system that is now largely accepted in Turkey, as in other countries in the world.

Inclusive education in our country is stated in Regulation of Special Education Services Decree Law no. 573 in the following way: “Education of those with special education needs is provided through eligible methods and techniques of any type and level in schools and institutions together with their peers in accordance with  the  developed  individualized  education   programs (Vural, 2010).

Through a modern education perspective, inclusive education caters for educational needs of disabled students mainstreamed with those without any disorders, by providing students with special needs with education besides necessary special education support in regular classes (Babao?lan-Y?lmaz, 2010; Konar and Y?ld?ran, 2012).

Inclusive education is an educational perspective which needs to be applied to all courses at all education levels from primary schools. It is rather essential to apply inclusive education in physical education courses. Inclusive education in physical education and sports gives regular students an opportunity to develop awareness of disabilities and support quick grasp of movements as disabled students set role models for regular students. To achieve this, physical education teachers need to be efficient in dealing with disabled pupils. Historically speaking, from the 90s to the early 2000s, "Physical Education and Sports for the Disabled" was an elective course in 56% of Schools of Physical Education and Sports in Turkey. Within the scope of “Restructring Faculties of Education Project” of Higher Education Board, the course became a 3 credit-compulsory course as of 2001 in departments of Physical Education and Sports Teaching of all Schools of Physical Education and Sports (Konar and Y?ld?ran, 2012). Later, “special education” was included in the curriculum as a compulsory course in Faculties of Physical Education and Sports Teaching, as in all teacher training faculties of education. Thus, preservice teachers were supported in that they were able to get to know students with special education needs better.  

Including inclusive education in physical education and sports courses contributes to encouraging disabled students to do sports. Physical education and sports in the disabled prevents prospective health problems caused by a sedentary life style and also supports their physical, mental and social development. What is more, sports offers disabled people an opportunity to control feelings such as aggression, anger and jealousy naturally caused by both their moods as a result of disabilities and attitudes from the society towards them (Sonuç, 2012; ?lhan, 2008; Çevik and Kabasakal, 2013). Sport activities done by disabled children increase their quality of life, entail integration with society and support their rehabilitations (Konar and Y?ld?ran, 2012). Sports in disabled people are needed not only for physical education courses at schools, but also for embracing a life style (Ian, 2004).

Disabled children, like all others, are provided with game based environments where they can express themselves and show their talents in physical education courses. Physical education and sports courses for disabled students have a great potential for the development of the disabled in that they include rich, interesting and exciting movements such as running, jumping, bouncing and leaping and both individual and team games. Physical education courses serve a critical function by offering an opportunity to gather such people with healthy individuals in view of inclusion desirable in special education (Özer, 2013).

Physical education teachers will become more aware of adaptation according to the types of failure, support and levels of children with special education needs in physical education courses, and thus will become more efficient in course planning (Morley et al., 2005).

The purpose of the study is to explore levels of knowledge of secondary school physical education teachers about inclusive education.

In this section, the research model, population and sample, data sources, data gathering methods and processing and statistical techniques in the research are mentioned.

Collection of data

The study used the survey method to explore levels of knowledge of physical education and sports teachers in inclusive education schools about the current inclusive applications. The survey method is a research approach that aims at a realistic representation of the previous and current case (Karasar, 1995).

The population of the research consisted of 108 physical education teachers employed in 95 inclusive secondary schools in Kocaeli Province. The sample of the study consisted of 55 physical education teachers who were employed in 47 schools and chosen by simple random sampling from the neighborhood.

“Inclusive Education Teacher Questionnaire”, developed by Varol (2010), was used as the data gathering instrument.

During the questionnaire development by the author, field experts (faculty members) and the related directorates were consulted for the face and content validity.

“Inclusive Education Teacher Questionnaire”, used in the study, was applied to 55 physical education teachers by the author through face to face interviews.

Analysis of data

Statistical analysis of the obtained data was performed using SPSS 18. Frequency and percentage were employed in statistical data analysis.

58.2% of the participants of physical education teachers were males and 41.8% were females. According to the questionnaire results, the number of the male teachers was higher than the female ones.

5.5% of the physical education teachers participants had associate degree, 60%, university degree and 34.5%, master’s degree. Most of the participant physical education teachers were university graduates.

Distribution of the participants of the physical education teachers according to seniority is as follows: 10.9%, 5 years   and   below; 16.4%, 6-10 years; 16.4%, 11-15 years; 16.4%, 16-20 years; 32.7%, 25 years and above.

Distribution of disabled students (Table 1); sports teachers apply inclusive education as follows: visual impairment (7.64%), learning difficulty or mental deficiency (56.78%), hearing disorders (3.4%), attention deficit and hyperactivity (19.75%), orthopedic disability (4.80%), autism (4.48%) and motor speech disorders (3.17%). According to the research results, it can be said that those with learning difficulties and mental deficiencies are mostly included in inclusive education.

 

 

32.7% of the participant physical education teachers were trained in inclusive education whereas 67% were not. This shows most of the 55 physical education teachers included in the study were not trained in inclusive education (Table 2).

 

 

28.17% of the physical education teachers took sports courses; 15.55%, special education courses at university; 18.74%, special education courses during master’s degree; 21.87%, inservice training of MoNE; 15.7%, courses in other educational institutions.

As for inclusive education training demands, 56.6% of the physical education teachers stated that they were eager to attend training, 10.9% said they could partly attend and 32.2% said they did not want to attend any. It could be suggested that more than half of the physical education teachers were eager to attend inclusive education trainings (Table 3).

 

 

The following are the specific aspects which the physical education teachers need to learn in inclusive education training: pre and post inclusion preparations (16.37%), types and features of failure (12.62%), individualized education program development (16.4%),  application of special education programs (6.93%), teaching methods and use of materials (11.55%), classroom management techniques (4.62%), behavioral change provoking methods and techniques (11.55%), cooperation with parents (5.49%), information giving methods in classrooms for students (7.7%), social skills gain (9.31%), use of leisure time (3.95%). It could be suggested that physical education teachers are eager to attend   training  particularly for  pre  and  post  inclusion preparations.

45.5% of them were informed before inclusion while 54.5% were not.  We may conclude that more than half of the physical education teachers were not informed before inclusive teaching started (Table 4).

 

 

The physical education teachers considered information sources in inclusive education as follows: directorates of national education (36.58%), parents (24.96%), school counseling services (15.42%), special education services (9.6%), counseling and research centres (9.6%). When the research results are considered, it can be said that information sources are mostly directorates, parents and school counseling services respectively (Table 5).

 

 

Before inclusive education traning, the teachers were informed about failure of students (33.65%), student needs in consideration with their developmental level (30.62%), educational arrangements (20,88%) and individual features in inclusive education (14.85%).

The percentage of the physical education teachers who needed to be informed about inclusive students in their classes was 69.1, while the percentage of those who did not want such information was 30.9. This case reflects most physical education teachers would like information about inclusive education (Table 6). 

 

 

Distribution of the physical education teachers’ information preferences is as follows: 25.02% of the information from school administrators, 23.94% from parents, 22.65% from school counseling services, 11.54% from special education institutions, 10.34% from counseling and research centres and 6.3% from others. Most of the teachers preferred information from school administrators, parents and school counseling services (Table 7).

 

 

As for information about inclusive education during training, the teachers preferred the following: information about disabilities of students in inclusive education (38.67%), information about developmental features and needs of students in inclusive education (25.42%), information about arrangements during education (27.93%) and other educational aspects (7.98%).  In the light of this data, it can be said that physical education teachers would like information particularly about disabilities of inclusive students (Table 8).

 

 

The physical education teachers were informed about inclusive students by (43.6%) classroom teachers, school counselors (27.3%), special education teachers (9.1%) and other sources such as parents and surrounding people (10.9). On the other hand, it could be said that they are mostly informed by classroom teachers.

The physical education teachers needed information about inclusive education in these aspects: students’ individual differences (43.6%), cooperation between students (40%) and other issues (16.4%).

The physical education teachers stated that, during inclusive education of inclusive students in their classrooms, they were supported (29.1%), but they did not get any support at a high level (70.9%). Accordingly, we may suggest they do not get enough support to help inclusive education (Table 9).

 

 

For inclusive education, physical education teachers are supported by special education teachers in schools (20.74%), school counseling services (41.28%), coun-seling and research centres (10.32%), private special education institutions students attend (20.64%). As a result, it can be said that they get information about inclusive education generally from counseling services (Table 10).

 

 

Support requiring aspects are as follows: teaching techniques (23.6), educational materials (14.5%) and physical arrangements in sports training areas, (20.0) and participation of inclusive students in physical activities. We could think that physical education teachers need support in teaching techniques and participation of inclusive students in physical activities.

29.1% of the schools where the physical education teachers were employed had special education teachers, but 70.9% did not. As a result, we may say that the number of special education teachers to support inclusive education in schools is considered insufficient.

90.9% of the schools where the physical education teachers were employed had counseling services while 9.1% did not have any.

81.8% of the counseling services of the schools where the physical education teachers were employed provided counseling support whereas 18.2% of them did not. Most counseling services provide support (Table 11).

 

 

The teachers explained that inclusive students in schools were largely supported at a rate of 52.7 per cent, but they were not supported at a rate of 47.3 per cent.

Supportive student education is provided in a resource room/supportive education room (20.4%), in class (24.48%) (with the help of a special education teacher etc.), counseling and research centres (30.50%), special education institutions (20.54%) and others (with life coaches and tutors and so on) (4.08%). Thus, we may safely arrive at the conclusion that most inclusive students get help from CRCs and in classes.

The teachers stated they had preparations for individualized education programs in inclusion classes at a rate of 47.3 per cent and did not have any at a rate of 52.7 per cent. Hence, it can be said that a critical number of physical education teachers do not provide sufficient individualized education programs (Table 12).

 

 

The physical education teachers stated they tried the following ways in educational programs of inclusion classes they taught: frequent repetitions (24.92%), use of additional teaching materials (17.8%), encouragement for participation (21.56%), supportive exercise programs as reinforcers (16.95%) and dealing with inclusive students in their leisure time (18.77%). It can be said that teachers rather employ frequent repetitions in physical education programs and encourage participation.

The physical education teachers cooperated with generally families (67.3%), but they were not in cooperation at a rate of 32.7 per cent. One can think that they attach importance to cooperation with parents, but not sufficiently (Table 13).

 

 

It was observed that the physical education teachers cooperated with parents in the following ways: giving parents information (49.1%), regular parent meetings (20%), giving parents information about children’s pro-gress (32.7%), and giving parents information about home activities (34.5%); and there was also cooperation with free sport activities coaches (5.5%).

The reasons for non-cooperation with families are as follows (Table 14):  teachers do not have time to deal with children (24.87%), parents do not spare time for cooperation (26.85%), they are unwilling to deal with their children (33.55%), and they are indifferent to their children’s education (14.73%). Accordingly, it can be said that non-cooperative behaviors are mostly caused by indifferent and unwilling attitudes of parents towards children.

 

 

It was observed that the physical education teachers were supported by school administrators and other employees for inclusive education in schools at a very high rate of 69.1 per cent, but they were not supported at a rate of  30,9 per cent.

When attitudes of regular students in inclusion classes are considered, it is obvious that regular students are friendly at a very high rate (70.59%) (Table 15); they do not consider inclusive students as friends (5.87%), they occasionally receive inclusive students as friends (21.73 %), and they never receive inclusive students as friends (1.81%). As a result, most students develop a sense of integration and tolerance. 

 

 

As for effectiveness, 29.1% of inclusive education materials were found effective, another 29.1% were found ineffective and 41.8% were found partly effective. We can say that the number of educational materials in inclusive schools is not sufficient according to physical education teachers.

This section presents results, discussions and recom-mendations according to the data obtained from the views of secondary school physical education teachers about the assessment of inclusive education applications.

Different types of failure that need inclusive education are also mentioned. In the study, it is clear from the types of failure that there are mostly inclusive students with learning difficulty, mental deficiency, and attention deficit and hyperactivity. In a study that assessed inclusive applications in primary schools, Varol (2010) explored that the most frequent disabilities of inclusive students were “learning difficulty and mental deficiency”.

Most researchers suggest that teachers’ knowledge, skills and attitudes in inclusive education process towards disabled children and inclusion play a crucial role (Sart et al., 2004, Türko?lu, 2007; Gözün and Y?km??, 2004, Vural, 2010). The research concluded that 32.7% of the participant physical education teachers were trained in inclusive education whereas 67.3% were not. Dikici et al. (2011) showed that information need of teachers was caused by both personal incompetencies and the fact that they had not been offered enough special education courses and applications at university. Again, studies on inclusive education in various fields have mentioned teachers’ lack of knowledge in inclusion (Güven and Çevik 2012).

The study showed that the physical education teachers had knowledge mostly because of graduate sports courses for the disabled (28.17%). In a study, Varol (2010) suggested most teachers were trained by attending inservice training programs of MoNE.

The study explored the following about inclusive education: 56.6% of the teachers would like to be trained, 10.9% would like to be partly trained and 32.2% would not like any training. In a research, as in our study, Vural (2010) showed most teachers (73.9%) would like to be trained in inclusive education.

In the study, the physical education teachers would like to learn about the following aspects: preparations during pre and post inclusion period (16.37%), the type and features of failure (14.62%), development of individualized education programs (6,93), special education applications (10.01%), teaching methods and use of materials (11.55%), classroom management techniques (4.62%), behavioral change provoking techniques (11.55%), cooperation with parents (5.49%), student information giving techniques (7.7%),  social skills gain (9.31%). According to Vural (2010), the following are the five aspects of inclusive education that teachers need infor-mation about: “development of individualized education programs (IEPs)” (60.7%)”, “behavioral change provoking methods and techniques” (51.9%), “preparations during pre and post inclusion period” (47.9%), “social skills gain” (44.6%) and “teaching program applications” (43.4%).

In the study, it was seen that 45.5% of the physical education teachers were informed before education, but 54.5% were not, which made this clear that the physical education teachers did not have enough information about inclusive students in their classes. Informing teachers about the type and features of failure before and during inclusive education and doing preparatory activites make teachers understand inclusive students more easily and teach them more comfortably (Vural, 2010).

In the study, it was observed that the physical education teachers were informed about inclusive students by directorates of MoNE (36.58%), parents (24.96%), school counseling services (15.42%), special education institutions (9.6%), counseling and research services (9.6%). In a study, Vural (2010) explored teachers would like to be informed by counseling and research centres and school counseling services.

Teachers would like to be informed about arrangements to be made before inclusive education and during teaching process that are necessary for pupils’ needs and developmental features and the type of failure. Necessary arrangements in physical education training areas by physical education teachers and material development are especially important to find out children who are disadvantageous in sports. For instance, children with down syndrome must avoid strenuous exercise and kinematic movements because of axial joints abnormalities and heart defects (Atlanta) and when visual handicaps are considered, children with glaucoma must avoid exercises that increase intraocular pressure (Özer, 2013).  In the study, the physical education teachers attached importance to meeting parents and getting information about children for preparations of inclusive education at the beginning of the academic year (23.947%). In Vural’s study (2010), meeting parents and getting information about students ranked first.

In the study, the physical education teachers informed regular pupils about inclusive education and inclusion at a rate of 38.67 per cent. Batu (2000) suggests that children do not only learn from teacher-student interaction at school. A great deal of what they learn comes from student-student interaction.

In the study, the physical education teachers explained that they were rather supported by classroom teachers about inclusive students (43.6%). Special education teachers are obliged to make students with special education needs adapt to class, help teachers in their studies with pupils, do various activities with normal peers, teach classes and identify positive interactions between students (Karg?n, 2004). The study showed that the number of special education teachers in inclusive schools where the participant physical education teachers were employed was very low.

It is essential to have counseling services in all educational institutions and particularly in inclusive schools and school counselors must provide support. The main function of counseling and guidance services (CGS) is to make students explore themselves and become aware of their personal traits, options and opportunities, become able to make realistic decisions and to develop potentials, deal with obstacles and problems they face and adapt to the environment (Güven, 2009). School counseling services and counselors, in cooperation with teachers, try to meet inclusive students’ needs in schools where there are no special education teachers (Vural, 2010). The study showed that schools where the physical education teachers were employed had counseling services at a rate of 90.9 per cent, but did not have any at a rate of 9.1 per cent. At the same time, 81.8% of counseling services in those schools gave counseling support whereas 18.2% did not.

In the study, nearly half of the physical education teachers said inclusive students were not sufficiently supported. In a study, Vural (2010) stated that inclusive students were supported at a rate of approximately 67 per cent according to the teachers. In their study on adaptation of teaching by classroom teachers in inclusion classes, Vural and Y?km?? (2008) found out that most inclusive education teachers were not supported by school administrators, directorates of MoNE, counseling and research centres and families. 

Article 23/i of Regulation of Special Education Services (2006) stipulates that “Arrangements are made according to the type of failure, educational performance and needs of the pupils attending inclusion education  by  taking  the necessary steps in educational tools, appliances and materials, in educational methods and techniques, and in educational measurement and evaluation” (Vural and Y?km??, 2008). Teaching areas need to be physically arranged as physical education courses are performed outside in gyms or school yards. As for educational programs, the physical education teachers said they had preparations at a rate of 47.3 per cent, but most of them stated they did not (52.7%). In a study, Demirci et al. (2014) showed scientific development of physical education and sports teaching programs for those with special education needs in accordance with educational goals was not found sufficient and a teaching program needed to be feasible rather than attractive.

Koparan (2003) emphasizes physical education teachers need to choose apt and pleasant materials, have positive authority and introduce a reward system and a straight discipline perspective in class in order to maintain students’ attention and enthusiasm and make sports attractive. Sports play an important role in integration, one of special education goals, by giving disabled people an opportunity to meet healthy people and others with failure (Civan et al., 2012). However, student disabilities in physical education require different model applications in education. Those in inclusion classes with learning difficulty and mental deficiency learn slowly and late and forget easily, so their skills can only be developed through frequent repetitions. The physical education teachers explained that they utilized frequent repetitions in teaching (24.92%) and additional educational materials (17.8%). Physically and visually handicapped children have difficulty in sports activities because of their disabilities so they are unwilling to participate. Physical education teachers may increase participation by making in class arrangements and methods especially developed for student disability. The study showed that the physical education teachers encouraged children to participate at a rate of 21.56 per cent. Leading an active life is not possible only through physical education. For this, physical education teachers need to make disabled students join in out-of-class sports activities. In the study, the physical education teachers stated that they provided additional exercise programs as reinforcers (16.95%) and they dealt with inclusive students in their leisure time (18.77%).

The study showed that the physical education teachers cooperated with parents at a very high rate (34.60%). It was observed in family cooperation that the physical education teachers informed parents about home activities (24.34%). It is impossible to think education without family support. Parents are not only the first teachers of children, but also partners of educators (Keçeli-Kays?l?, 2008).

Family enthusiasm in inclusive education has an important role in successful inclusive practices. Thus, involving parents as supporters in the process makes reinforcing things learned at school and home easier for teachers (Batu, 1998). The following hinders inclusive education: insufficient time spared by teachers and families or unwillingness. The study concluded that lack of enthusiasm was mostly seen in parents.

Regular students’ attitudes in class are important factors in inclusive education. In the study, it was seen that regular students in inclusion classes were friendly to students with special education needs.

Educational materials are effective (29.1%), educational materials are ineffective (29.1%) and educational materials are partly effective (41.8%). The results show that the number of educational materials for inclusion in physical education is insufficient.

The physical education teachers employed in inclusive secondary schools explained that they needed to be informed, they were not informed during pre-inclusion period and did not have enough preparations for inclusive education and get support/aid for inclusive applications, there were no special education teachers in inclusive secondary schools, inclusive students were not sufficiently provided with supportive education services, teachers did not sufficiently apply individualized education programs and there were no educational materials.

We need further inservice trainings in inclusive education for physical education teachers. Physical education teachers must be encouraged to develop individualized education programs.

Special education teachers must be appointed to inclusive schools. There must be a variety of educational materials and additional materials must be given in consideration of teacher intentions. There must be a rollout of infrastructure for inclusive schools.

The author has not declared any conflict of interests.