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Using a descriptive survey design, data were collected through semi-structured interview forms from 84 primary teachers selected by purposive sampling and analyzed via content analysis. Results indicate inclusive placement supports socialization and preparation for different developmental levels, yet teachers reported negative aspects, including disruptions to classroom order and insufficient time for special-needs students. 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All Rights Reserved.  \nExamination of teacher's opinions regarding normal development students and students with special needs education in the same class  \nSefket Aydin1  \n Ozgul Aydin2  \n Nurdan Ozrecberoglu Kirikkaleli3+  \n Nese Serol4  \n1Alaykoy Primary School, Mersin 10, Turkey.  \nEmail: [sefketaydn@hotmail.com](sefketaydn@hotmail.com)  \n2 Gonyeli Primary School, Mersin 10, Turkey.  \nEmail: [ozgulydn@hotmail.com](ozgulydn@hotmail.com)  \n3European University of Lefke, Mersin 10, Turkey. Email: [nozrecberoglu@eul.edu.tr](nozrecberoglu@eul.edu.tr)  \n4Alsancak Primary School, Mersin 10, Turkey  \nEmail: [serlnese@gmail.com](serlnese@gmail.com)  \n(+ Corresponding author)  \nABSTRACT  \nArticle History  \nReceived: 13 March 2023  \nRevised: 10 May 2023  \nAccepted: 19 May 2023  \nPublished: 25 May 2023  \nKeywords  \nInclusive education Positive classroom Productive teacher Special education Special-needs students Training needs.  \nThis study examines teacher opinions about the education needs of children with normal and special abilities in the same class at a Turkish Republic of Northern Cyprus (TRNC) primary school. Therefore, in order to increase the success of the students studying in the same class, the opinions and suggestions of the teachers were examined and the things to be done were stated. As one of the qualitative research methods, the descriptive survey method was used in the study. According to purposive criterion sampling, 84 primary school teachers were sampled for this study. The semi-structured interview forms were used to collect the data related to teachers' opinions. The obtained data were analyzed by content analysis. As a result, it shows that this prepares students with special needs for socialization by introducing them to students at different developmental levels. However, when the teachers' opinions were examined, it was stated that the education applied in this way had negative aspects. Due to the deterioration of the classroom order, it was determined that sufficient time could not be allocated to special needs students. At this point, participants emphasized the importance of designing appropriate education programs for special-needs students in order to ensure their success.  \nContribution/ Originality: In this study, it was aimed to determine the support needed to be able to take lessons in the same class with individuals with normal development, with the increase of individuals with special needs. It is important that teachers increase their awareness on this issue and have the necessary information.  \n1. INTRODUCTION  \n1.1. Introduce the Problem  \nIndividuals with special needs are defined as those who, for various reasons, differ significantly from their normally developing peers in terms of physical, mental, social and affective aspects (Baykoç, 2015) . Continuity and productivity of individuals with special needs in society are based on their abilities to perform the skills in everyday life. In this respect, it is important for individuals with special needs to take on the skills and social roles in daily life and gain full independence in daily life. Gaining these roles is possible by determining the educational needs of these individuals, taking into account the needs and abilities of these individuals, and providing educational environments suitable for their needs. Individuals with special needs should be educated by taking into account their abilities, competencies and needs, both in accordance with the humanitarian view and the democratic view. In this context, special education programs should be used in which educational activities that are planned individually  \nand applied systematically are planned (Eripek, 2004) . The stage of deciding whether individuals should participate in special education programs is primarily determined by the education","cbCaiczxlO3ugx0T","https://ap.wps.com/l/cbCaiczxlO3ugx0T","pdf",281101,"English","# ABSTRACT\n## Article History\n## Keywords\n# 1. INTRODUCTION\n## 1.1. Introduce the Problem","[{\"question\":\"What is the purpose of the study described in the abstract?\",\"answer\":\"The study aims to determine the support needed for individuals with normal development and individuals with special needs to take lessons in the same class, while increasing the access and educational readiness of special-needs individuals.\"},{\"question\":\"What were the main findings regarding inclusive education in the same classroom?\",\"answer\":\"Teachers indicated that inclusive education can support socialization by exposing special-needs students to peers at different developmental levels. However, they also reported negative aspects such as classroom order deterioration and insufficient time for special-needs students.\"},{\"question\":\"What do participants emphasize for improving outcomes?\",\"answer\":\"Participants emphasize designing appropriate education programs for special-needs students and increasing teachers’ awareness and access to necessary information to support success.\"}]","Asian Journal of Contemporary Education - Vol. 7 - No. 1 - Examination of teacher's opinions regarding normal development students and students with special needs education in the same class | PDF",1792073504,25]