It is observed that the studies carried out with regard to students with special ability (inclusion) decision in our country have gained a great momentum, and due to the momentum gained by these studies, the education processes of the students with special abilities have become an issue more and more emphasized day by day. When the literature is examined, it is understood that classroom teachers have an important role in these processes. The purpose of this study is to examine the opinions of the classroom teachers regarding the educational processes of students with special ability (inclusion) decision. In the study, case study, one of the qualitative research methods, was used. The study group was formed by criterion sampling, one of the purposeful sampling methods. While using the semi-structured interview form prepared by the researchers by taking the expert opinions as the data collection tool in the study; content analysis was used in the analysis of the data obtained. In the study, the opinions of 28 classroom teachers, who work in primary schools in Beylikdüzü district of Istanbul city and have students with a “special ability decision” in their classes, on the educational processes of the students with special ability diagnosis were examined. Depending on the data obtained, teachers' opinions were analyzed under seven themes. It was concluded that classroom teachers do not generally trust the diagnostic processes, feel insufficient to prepare an Enriched Education Program (ZEP), and experience problems in the Support Education Room (DEO) processes.
Support education room, Students with special abilities, Enriched education program