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    Ortaöğretim beden eğitimi ve spor öğretim programının kapsayıcı eğitim bağlamında değerlendirilmesi
    (Hitit Üniversitesi, 2025) Bolat, Nuriye; Kuş, Metin
    Physical education and sports classes are considered to play a key role in providing equal, fair, and democratic education for all children, whether disadvantaged or advantaged. In this context, it is essential to evaluate physical education and sports programs that promote healthy sports and movement education in line with the principles of inclusive education while considering individual differences. With the shift from traditional structures, schools have encountered the expectations of students with diverse cultural backgrounds. Inclusive education is necessary to address this situation, as it promotes social integration and enhances students' academic performance. Schools that offer quality education to students from different cultural backgrounds can develop various teaching methods to meet individual needs, thereby fostering positive developments in students' learning processes. This highlights the educational rationale for inclusive education and provides a broad perspective on the effectiveness of physical education courses.The aim of this study is to evaluate the secondary school physical education and sports curriculum in the context of inclusive education. A mixed-methods research approach was used in this study evaluating physical education and sports programs in the context of inclusive education. The mixed-methods approach was deemed appropriate as it allows for the integration of both quantitative and qualitative findings, ensuring that research results complement each other. Data collection methods in the study included interviews, observations, and document analysis. In the quantitative dimension of the study, descriptive statistics were presented, and qualitative analyses were conducted based on these findings. To collect quantitative data, a five-question survey was developed and administered via Google Forms to 210 physical education and sports teachers working in secondary education. The quantitative findings of the study were presented as descriptive statistics. Based on these findings, the qualitative phase of the research was conducted. In the qualitative phase, individual interviews were conducted with five physical education and sports teachers, two academicians, and two school administrators. Additionally, focus group interview were held with two parents and two students involved in the inclusive education process. The findings were also supported through observations and document analysis. The study results reveal that physical education and sports teachers are largely committed to the principles of inclusive education but face various challenges during the implementation process. It has been concluded that for inclusive education to be implemented more effectively, improvements in physical environments, regulation of class sizes, support for teachers through in-service training, dissemination of inclusive education program guidelines, adoption of individualized and alternative assessment approaches in evaluation processes, and ensuring the active participation of all students in the learning process are necessary. Future research is recommended to evaluate the long-term effects of inclusive education practices and examine their applicability in different learning environments. Key Terms: Physical Education and Sports Curricula, Inclusive Education, Program Evaluation, Mixed-Methods Research Model Science Code:130202