Every human being is different from othersin some ways such as physical appearance, sense, thought and ability. However,many of these differences (height, eye-hair color etc.) are not significant interms of education. However, there are such individual differences that whensome of these differences are not taken into consideration, whole educationallife of the person will be affected negatively. This research aims to determinethe adequacy of classroom teachers in inclusive education. With this aim inmind, 452 classroom teachers, working in primary schools in İstanbul'sBağcılar, Fatih and Gaziosmanpaşa districts, answered the survey. Based on the research results, the least appliedfive practices are as follows: “providing the student with calculator, computerand technological tools in order to understand the lesson in a better way”,“letting students, if there is a necessity, take their exams individually”,“granting students extra time for exams”, “preparing students before the course”and “co-operatingwith experts and family to identify strategies for the inclusive students”. Atthe same time, the majority of teachers have not taken special education courses,and their level of book reading on inclusive education is very low. Teachersreported that “Psychological Counseling and Guidance (PCG) experts” and “Counselingand Research Center (CRC)” are not effective in inclusive education.