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This study was conducted to determine the feelings of families when they learned that their children should continue inclusive education, their perceptions, preparations and expectations regarding inclusive education. The study was carried out via a case study, one of the qualitative research methods. In the study, 26 volunteer families whose children were involved in inclusion practices participated in the study. The families were selected through purposive sampling. Data were collected using a semi-structured interview form and analysed using content analysis method. As a result of the study, it was determined that happiness and sadness were the first two important reactions of the families when they learned about their children’s need for inclusive. The terms perceived by families related to inclusion practices were identified as educational process together with peers, bringing together with the same disability group, a bad situation, illness, support education, children's socialisation, and ensuring harmony with peers, respectively.
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