The aim of this study is to examine the perspectives of primary school teachers on classroom inclusive education practices in the context of refugee students' education. This research employs a case study approach, one of the qualitative research designs. The study group consisted of 20 primary school teachers and was formed through purposive sampling, based on voluntary participation. During the analysis of the data, a content analysis technique was used. The study demonstrates that the interplay between planning processes, professional development needs, encountered obstacles, in‑school collaboration, and resource utilization is pivotal in fostering a holistic and inclusive learning environment for refugee students. It may be recommended to provide teachers with more qualified in-service training on inclusive education programmes.
Mazı et al. (Sun,) studied this question.