Evaluation of Diluted and Distance Education Practices According to Teacher Opinions in the Context of Inclusive Education

In this study, it is aimed to evaluate the diluted and distance education practices at the primary school level in Turkey in the context of inclusive education according to teachers' views. This study, which was designed with qualitative research method, is a phenomenology study. The study group consists of seven primary school teachers working in Gaziantep province in the 2020-2021 academic years. The study group was formed by criterion sampling method, one of the purposeful sampling types. A semi-structured interview form developed by the researchers was used in the study. The data obtained from the study were analysed by content analysis method. Ethics committee permission was obtained prior to the study and ethical principles were followed throughout the study. In the study, it was found that teachers preferred to create a homogeneous classroom environment while dividing the class into two groups in diluted education practices. The teachers who participated in the study stated that they used demonstration, question-answer, lecture and problem solving methods and techniques respectively in the process of diluted education applications; in the distance education process, they used demonstration method and reduced the number of activities and examples. According to the study findings, it was concluded that inclusive educational environments, which are based on students' fair use of all educational opportunities, could not be provided especially in distance education environments carried out during the pandemic process.