@article{2016,title={INVESTIGATING THE ACADEMIC ENGAGEMENT AND PROBLEM BEHAVIORS OF STUDENTS IN INCLUSIVE CLASSROOMS},abstractNode={In this study, the variables, which were thought to be related to students’ success in inclusive classrooms, including academic engagement and problem behaviors were investigated, and general education teachers’ views about behaviors of students with disabilities and educational settings that those students should be placed were examined. The study group of this study included 54 general education teachers working at local primary schools in Eskişehir and their 54 students with mild intellectual disabilities and 54 students who were selected by their teachers as academically and behaviorally at average level. Research data was gathered via observations and questionnaires. Observations took place in each 54 classrooms, in four different lessons, and it took total of 120 minutes for each classroom. After observations are finished, teachers asked to complete a questionnaire form developed by the researchers. Results indicated that students with intellectual disabilities showed academic engagement in an average of 58.58% and problem behaviors in an average of 7.31% in the lessons. Furthermore, average students showed academic engagement in an average of 73.44% and problem behaviors in an average of 3%. Results of questionnaire showed that 38.9% of teachers stated that problem behaviors of students with disabilities were more frequent and intensive, and 81.5% of teachers expressed that students with mild intellectual disabilities should be educated in special education classrooms or special education schools.},author={Nevin GÜNER YILDIZ-- Macid Ayhan MELEKOĞLU},year={2016},journal={Kesit Akademi}}