The Reverse Inclusion Model and Practice Examples

When the literature is examined it is seen that there are different definitions of inclusion practies. When the common aspects of these definitions are combined, it is defined that with special needs students should be trained in the general education classes in the least restrictive environment by providing the support services that teachers and students need. It appears that there are various differences in the level of planning for participation in inclusion programs for with normaly developing children and with special needs children. The participation of with normaly developing children and with special needs children in the inclusion programs consists of four main categories: full inclusion model, cluster model, reverse inclusion and social inclusion model. The inclusion education is seen to be applied in three different models in Turkey. These models are full‐time inclusion, part‐time inclusion and reverse inclusion. In our country, It is seen that there is no description about reverse inclusion in the Regulation on Special Education Services in which is defined by the Ministry of National Education. The aim of this study is to explain the reverse inclusion model and the research examples showing the effect of this model on the students with special needs