Middle School Inclusion Students' Perceptions of Educational Institutions and Their Perspectives on the Challenges They Encounter

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dc.authorid0000-0002-4456-580X
dc.authorid0000-0003-2902-8229
dc.contributor.authorKoc, Ahmet
dc.contributor.authorSaritekin, Tugba
dc.contributor.authorDemirkaya, Hilmi
dc.contributor.authorBoran, Mustafa
dc.contributor.authorPektas, Ulku Tugce Cal
dc.date.accessioned2026-02-03T12:00:33Z
dc.date.available2026-02-03T12:00:33Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThis study offers an in-depth exploration of the lived experiences and challenges faced by middle school students enrolled in inclusive education programs in rural southwestern Turkey. Unlike previous research that often focuses on policy or teacher perspectives, this study centers student voices, highlighting how they navigate academic, social, and emotional dimensions of inclusion. Through qualitative analysis of semi-structured interviews with 15 students from two rural secondary schools, the findings reveal that students view school not only as a site of academic learning but also as a key space for social connection and emotional expression. While many students reported general satisfaction with mainstream education, critical concerns emerged regarding the adequacy and accessibility of special education services. Furthermore, the study identifies both supportive and exclusionary peer behaviors, as well as varying degrees of student-teacher communication quality. By foregrounding students' perspectives, this research contributes original insights into how inclusive practices are experienced on the ground and offers actionable recommendations for creating more responsive and equitable school environments. Implications for inclusive education policy and practice are discussed, and directions for future research are proposed.
dc.identifier.doi10.1177/21582440251401275
dc.identifier.issn2158-2440
dc.identifier.issue4
dc.identifier.scopus2-s2.0-105023496257
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1177/21582440251401275
dc.identifier.urihttps://hdl.handle.net/20.500.12428/34641
dc.identifier.volume15
dc.identifier.wosWOS:001626861300001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSage Publications Inc
dc.relation.ispartofSage Open
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260130
dc.subjectinclusive student
dc.subjectmiddle school
dc.subjectschool perception
dc.subjectproblems of inclusive students
dc.titleMiddle School Inclusion Students' Perceptions of Educational Institutions and Their Perspectives on the Challenges They Encounter
dc.typeArticle

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