This book assists researchers, educators, and policymakers in gaining a better understanding of mathematics teachers' attitudes towards the inclusion of children with SEN in Turkish lower secondary schools. Earlier research on teachers' attitudes towards the inclusion of children with SEN in Turkey has not comprehensively investigated teachers' attitudes towards inclusion and the impact of various factors on these attitudes. In addition, the book used a valid and trustworthy instrument that has been implemented several times globally, assisting in narrowing the gap between prior research findings and helping to explain some of the discrepancies.
Besides, the book provides a well-informed viewpoint and understanding that could aid in reforming and refining inclusive practices and the identification and process of inclusion of students with SEN in regular classes. It adds to the body of knowledge by supplementing the limited number of existing studies on teachers' attitudes towards the inclusion of students with SEN in Turkey. Finally, it stimulates other researchers to duplicate the research to corroborate its findings or to do additional research into the many factors that impact teachers' attitudes, both positively and negatively.
