Abstract:
In the 2019-2020 MoNE academic year, integration classes were launched in order to support the integration of refugee students into the Turkish education system. The aim of the current research is to elaborate the integration class phenomenon within the framework of stakeholders' opinions. The participants of this qualitative research consist of 6 Turkish teachers, 5 PDR teachers, 3 school administrators, 6 Syrian students, 2 academics, and 3 national education coordinators of the PIKTES project. The research data were collected through a semi-structured interview form. Content analysis method was utilized to analyze the collected data. The results pointed out that the integration class model is problematic and inadequate in many terms such as psycho-social isolation of disadvantaged students, labeling academic failure, ineffective language teaching, and distorting inclusive school environments. Some suggestions were made depending on the implications derived from the results.
