In this research, it is aimed to examine the reverse inclusion phenomenon from the point of view of teachers whose working in two reverse inclusion classes in a special education kindergarten and parents whose children are in these classes. Inclusion which has been ongoing longer than 40 years period is becoming increasingly common in Turkey as well as in the world. The inclusion, which is defined as the participation of special needs students in educational environments where their normally developing peers are present, can sometimes be applied through the participation of children with normal development in special education environments. This application, which is called reverse inclusion, is confronted as a phenomenon in Turkey due to the fact that there are only a few samples and a limited number of studies. For this reason, this study was designed as a phenomenological research within the scope of qualitative research approach. In order to collect data on the phenomenon of reverse inclusion in the study, semi-structured interviews were conducted. Participants of this study are teachers working in two reverse inclusion classes of a special education kindergarten and parents whose children are in this two reverse inclusion classes. Questions have been directed at collecting data about participants' experience and perceptions on the reverse inclusion. The data from the interviews were subjected to content analysis for the purpose of to reveal the perspectives of different groups of participants about the reverse inclusion. According to the findings of the research, reverse inclusion was interiorized by both teachers and parents and participants think that reverse inclusion should be generalized.
reverse inclusion, preschool education, students with special needs, students with normal development