The struggle for an inclusive education: Discursive analysis of Türkiye's National Action Plan and the conceptual misunderstanding of inclusion

ÇİFTÇİ A.

Support for Learning, 2025 (ESCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1111/1467-9604.70015
  • Dergi Adı: Support for Learning
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, Periodicals Index Online, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, DIALNET
  • Anahtar Kelimeler: critical discourse analysis, inclusive education, policy analysis, special educational needs and disabilities, Türkiye
  • Akdeniz Üniversitesi Adresli: Evet

Özet

Inclusive education practice varies significantly despite international advocacy and policy frameworks, especially in contexts like Türkiye. This study critically analyses Türkiye's ‘National Action Plan of Educational Practice Through Inclusion (2022–2026)’ to assess its alignment with contemporary inclusive education principles and evaluate its potential impact on educational practices. Utilising a critical discourse analysis framework, this research examines the content of the action plan, with a focus on proposed policy regulations, infrastructural improvements, teacher training and support services. The findings indicate that, although the action plan makes significant strides in proposing infrastructural and support service improvements, it falls short of fully embracing an inclusive educational philosophy. The plan's emphasis on increasing the number of special education classrooms and schools contradicts inclusive education. The lack of comprehensive teacher training and pedagogical support undermines practical improvements. Longitudinal and comparative studies need to evaluate the long-term impact of these policy measures.