@article{2020,title={Stakeholder Views on Inclusive Education System: A Case Study},abstractNode={This study was conducted to find out the opinions of stakeholders on the implementation of the inclusive system applied in physical education courses in Turkey and to measure teachers’ competency. The study is a qualitative study and the sample consists of a total of 76 stakeholders including school managers, physical education teachers, inclusive students, normal peer students and parents. During the data collection period, “Semi-structured interview form” prepared by the researcher in line with the factors such as laws, regulations and notices about the inclusive education system was used. The data obtained were transferred to Nvivo program, analyzed with descriptive analysis method and a list of themes was created. The results of the study showed that teachers taught the course in accordance with the curriculum, teachers included both student groups while applying course activities, individualized educational programs were not applied, supportive education services were given in all cities within the study except for Manisa, exams were not evaluated specifically for inclusive students but their disabilities were taken into consideration while they were assessed with their peers, physical structures of schools and materials were not appropriate for inclusive students, schools and parents kept in touch, school managers generally participated in courses, seminars, etc., while teachers and parents did not have sufficient information about the issue, inclusive students were not included in extracurricular sport activities, students had expectations of being included in sports halls, materials and games and teachers’ being more temperate and they experienced problems such as indifference, physical and verbal violence, absence of individualized education program, crowded classes and indifferent institutions. In addition, it was concluded that stakeholders had expectations such as the improvement of school conditions, fewer students in classes, appointment of expert educators and teaching assistants, raising awareness in parents, supervision of this issue in schools and provision of financial means. },author={Seda SABAH-Soner ÇANKAYA},year={2020},journal={Turkish Studies-Educational Sciences}}