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In the research, a holistic single case study pattern, which is one of the qualitative research methods, was employed. The study group of the research consists of twentyeight teachers selected according to the maximum variation sampling method in the 2018-2019 academic year. In the research, teacher opinions were collected through a semi-structured interview form, whose validity and reliability were tested with a pilot study, created by the researcher and content analysis method was utilized to analyze the data. According to the research findings, most of the teachers have negative views on inclusive education due to the current conditions. In inclusive education, it was been discovered that there are problems such as professional deficiencies of teachers, insufficient support services, insufficient cooperation among partners, crowded classes, unqualified schools in terms of physical infrastructure, lack of expert support and leaving all responsibility to teachers during interventions. It was determined that the desired efficiency could not be obtained from inclusive education interventions due to the existing problems. Therefore, it was stated in this research that in order to ensure the quality of inclusive education interventions, it is necessary to include awareness-raising studies, strengthen physical infrastructure and human resources, and enable cooperation mechanisms. Based on the findings of the research, improving professional competencies of teachers, strengthening human resources in special education services, increasing the number of staff, enriching the content of special education courses in undergraduate programs and preparing the infrastructure of schools for inclusive education interventions was proposed.  \nKeywords: special education, inclusive education, inclusive education interventions, teacher  \nINTRODUCTION  \nOne of the main concerns in contemporary education systems is the consideration of individual differences. In line with this understanding, the education concept expressed with the special education term was developed (Aktan, 2018) . While special education, on the one hand, is an educational intervention that aims to prevent the disability of individuals with special needs from transforming into obstacles by enabling them to respond to their own needs, to fit into the society, to become independent and productive individuals, it, on the other hand, also aims to help gifted individuals to develop their features at the highest level (Ataman, 2011) . Special education is the provision of comprehensive, research-based assessment, teaching and support services in specially prepared programs to students with disabilities or gifted students in cognitive, behavioral, socio-affective, physical and sensory forms (Bryant, Smith & Bryant, 2008; Salend, 2011) .  \nDetermining the educational needs of students with special needs, providing them with educational settings and services in accordance with their needs contributes significantly to their participation as independent and productive individuals in the society (Şahbaz & Kalay, 2010) . It is imperative that individuals who need special education benefit from appropriate educational opportunities in order to complete their development at the highest level in line with their needs (Mastropieri & Scruggs, 2010) .  \nCitation: Aktan, O. (2021) . Teachers' Opinions towards Inclusive Education Interventions in Turkey. Anatolian  \nJournal of Education, 6(1), 29-50. [https://doi.org/10.29333/aje.2021.613a](https://doi.org/10.29333/aje.2021.613a)  \n30 ","cbCaicOpiHkQ1dx0","https://ap.wps.com/l/cbCaicOpiHkQ1dx0","pdf",312195,22,"English","# Introduction\n# Inclusive education interventions and related policy\n# Research purpose and methodology","[{\"question\":\"What research question does the study address?\",\"answer\":\"The study determines teachers’ opinions toward inclusive education interventions in Turkey.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A holistic single case study pattern, a qualitative research method, was employed. Data came from semi-structured interviews with validity/reliability tested via a pilot study, and content analysis was used.\"},{\"question\":\"What main problems reduce the effectiveness of inclusive education interventions?\",\"answer\":\"The findings highlight professional deficiencies of teachers, insufficient support services, limited cooperation among partners, crowded classes, unqualified schools regarding physical infrastructure, lack of expert support, and the burden placed mainly on teachers.\"}]","Anatolian Journal of Education - No. 1 - Teachers' Opinions towards Inclusive Education Interventions in Turkey | PDF",1792073195,55]