Arastaman, G. and Fidan, İ. (2018). Validity and reliability in qualitative research: A theoretical review. YYÜ Journal of Faculty of Education, 15(1), 37-75. Retrieved from: https://dergipark.org.tr/tr/pub/yyuefd/issue/ 40566/491262
Ataman, A. (1996). Training faculty members for education faculties that train teachers and total quality management in education. Yeni Türkiye (Education Special Issue), 2 (7), 382- 389. Access address: https://dergipark.org.tr/tr/pub/ufuksbedergi/issue/57448/814825Aydın, S. (2021). Validity and reliability in qualitative research. M. Çelebi (Ed.). Qualitative Research Methods. Ankara: Pegem AkademiBalo, E. (2015). İlkokullardaki kaynaştırma eğitimi uygulamalarında karşılaşılan sorunlar ve çözüm önerileri. (Yayın No. 383514), [Yüksek lisans tezi, Fırat Üniversitesi]. Yükseköğretim Kurulu Tez Merkezi, Türkiye.
Baran, E. (2021). Investigation of the opinions of classroom and guidance teachers about the difficulties they experience in mainstreaming education, (Publication No. 681560) [Master's thesis, Biruni University]. Council of Higher Education Thesis Center, Turkey.
Batu, E. S. (2008). What teachers can do in their classrooms for a successful inclusion practice. İlköğretmen Eğitimci Dergisi, 18, 26-28. Retrieved from: https://dergipark.org.tr/tr/pub/ adyuebd/issue/24588/260309
Batu, S. and Topsakal, M. (2003). Special education counseling process and a counseling example. Journal of Special Education, 4(1), 19-29. Access address: https://dergipark.org.tr/tr/pub/ozelegitimdergisi/issue /17199/179625
Bilen, E. (2007). Classroom teachers' opinions on the problems they encounter in mainstreaming applications and solution suggestions, (Publication No. 211466) [Master's thesis, Dokuz Eylül University]. Council of Higher Education Thesis Center Turkey.
Deniz, E. & Çoban, A. (2019). Teacher views on inclusive education. Electronic Journal of Social Sciences, 18(70), 734-761. Retrieved from: https://dergipark.org.tr/tr/pub/esosder/issue/ 43078/448379
Düşünür, A. (2018). Teachers' opinions on the problems encountered in inclusive education in primary schools. (Publication No. 506813) [Master's thesis, Pamukkale University]. Council of Higher Education Thesis Center, Turkey.
Girgin, İ. (2021). Educators' professional development needs for inclusion. International Journal of Community Research, 18, 4151-4175. Retrieved from: https://dergipark.org.tr/tr/pub/opus/issue/ 63558/845376
Güler, N. (2019). Measurement and Evaluation in Education. Ankara: Pegem Akademi
Güzel, N. (2014). Problems experienced by primary school teachers with mainstreaming students regarding mainstreaming education (Beykoz district example), (Publication No. 355918) [Master's thesis, Yeditepe University]. Council of Higher Education Thesis Center, Turkey.
Karaca, M. A. (2018). The effect of inclusion education program on teachers' professional competencies in inclusion practices, (Publication No. 509031) [Master's thesis, Necmettin Erbakan University]. Council of Higher Education Thesis Center, Turkey.
Kargın, T. (2004). Inclusion: definition, development and principles. Ankara University Faculty of Educational Sciences Journal of Special Education, 5(2), 1-13. Retrieved from: https://dergipark.org.tr/tr/pub/ozelegitimdergisi/issue/ 17196/179604
Kırcaali, İ. G., (1998). Inclusion and Support Special Education Services. Journal of Special Education, 17-22. Access address: https://www.researchgate.net/publication/315606147
MONE. (2000). Special Education Services Regulation. Ankara: National Education Press House.
Orhan, M. (2010). Examination of the level of social skills and problem behaviors of pre-school mainstreaming students and students with normal development and teachers' opinions on mainstreaming (Publication No. 265725) [Master's thesis, Anadolu University]. Council of Higher Education Thesis Center, Turkey.
Öz, A. (2016). The views of classroom teachers who have mainstreaming students in their classrooms in the Turkish Republic of Northern Cyprus on the problems experienced in mainstreaming education. (Publication no: 402786), [Master's thesis, Girne American University]. Council of Higher Education Thesis Center, Turkey.
Sadioğlu, Ö. (2011). A qualitative research on the problems, expectations and suggestions of classroom teachers regarding inclusion. (Publication No. 306363) [Master's thesis, Uludağ University]. Council of Higher Education Thesis Center, Turkey.
Saraç, T., & Çolak, A. (2012). Opinions and suggestions about the problems encountered by primary school classroom teachers in the process of mainstreaming practices. Mersin University Journal of Faculty of Education, 8(1), 13-28. Retrieved from: https://dergipark.org.tr/tr/pub/mersinefd/issue/17379/181509
Sönmez, N. & Özcan, B. (2020). A descriptive analysis of postgraduate theses on inclusive education in primary school in Turkey. Journal of Yaşadıkça Education, 34(1), 1-27. Retrieved from: http://journals.iku.edu.tr/yed/index.php/yed/article/view/121
Sucuoğlu, B. and Kargın, T. (2010). Inclusion practices in primary education. Ankara: Kök Publishing.
Yazıcıoğlu,T. (2019). Guidance teachers' views on the functioning of the individualized education program (bp) unit. Anemon Muş Alparslan University Journal of Social Sciences, 7(5), 225-234. Access address: https://dergipark.org.tr/tr/download/article-file/825476
Yılmaz, E. (2015). Bir ilkokuldaki öğretmenlerin kaynaştırma uygulamaları hakkında görüşleri (Publication No. 407803) [Master's thesis, Anadolu University]. Council of Higher Education Thesis Center, Turkey.
Yorulmaz (2015). Problems encountered by primary and secondary school teachers in inclusive education in Batman province example, (Publication No. 440013) [Master's thesis, Zirve University]. Council of Higher Education Thesis Center, Turkey.
Yıldırım, A. & Şimşek, H. (2018). Qualitative research methods in social sciences (11th edition). Ankara: Seçkin Publications.