Refugee students face unique challenges in the school environment. This research aims to evaluate successful methods of inclusion by observing the acceptance of students, the positive and negative inclusion experiences of elementary school teachers, and the interactions between teachers and students with special needs. This study, conducted at an elementary school in Ereğli, Zonguldak, Turkey, used accessible sampling techniques to evaluate elementary school teachers’ pedagogical methods for asylum seekers. In this context, the following metrics were emphasized: opinions of school administrators and the guidance counselor about the and the inclusive education activities for the asylum-seeking students and the opinions of asylum seekers and Turkish students on school and teaching process. Data were collected using observations and interviews, and the content analysis method was used for data analysis. The results of the research suggest that the elementary school teachers were strict about class rules to provide mutual respect and a loving environment in classrooms that included asylum-seeking students. Teachers emphasized constructive feedback and encouraging, friendly messages. The general lessons were taught by using straight narrative method and question-answer technique. We observed that visual cues from teachers increased the participation of these students and helped them express themselves more comfortably. It was observed that they attended more lessons by expressing themselves more comfortably because they knew Arabic in religious culture and moral knowledge lesson. The students participate more actively in the lessons and the teachers actively benefit from peer education by using asylum-seeking students’ classmates.
Cite this article as: Kırılmaz, M.C., Öntaş, T. (2020). Examination of Implementing Inclusive Education towards Refugees by Elementary School Teachers. HAYEF: Journal of Education, 17(1); 51-82.