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In the legislative decree over Special Education with a number of 573 enacted in 1997 and in the “Regulation of Special Education Services” enacted in 2006, registering the children with special needs into the mentioned increased the problems the preschool teachers with no adequate experience had over special education and mainstreaming with making the preschool education compulsory for these children. Therefore, the challenges in this issue showed that these problems had a reverse effect on the behaviours of preschool education and that children with special needs and those with a normal development were not able to benefi t from mainstreaming education. In this sense, the current study aimed at determining the views of preschool teachers par191 Kalem Eğitim ve İnsan Bilimleri Dergisi 2011, 1 (1), 189 226 ticipating in the educational activity of “Mainstreaming Education at Preschool Education” and having experience with a child of special need registered into his/her class at least one year over; a) mainstreaming education and b)in-service training program of “Mainstreaming Education at Preschool Education”. The participants of the current study are made up of nine preschool teachers included in the in service training of preschool mainstreaming education. In current study, which is a qualitative case research, the data needed were gathered through an interview form developed by the researchers including 13 items. In conclusion, it was found those preschool teachers pointed out that In-service Programs of Mainstreaming Education should be designed depending on the challenges they have had in the application and that they need special education consultancy, an assistant teacher and a resource room in the class.

Okul Öncesi Öğretmenlerinin Kaynaştırma Eğitimine Ve "Okul Öncesi Eğitimde Kaynaştırma Eğitimi Hizmet İçi Eğitim Programı"na İlişkin Görüşleri