Çetin Köroğlu, ZeynepÖz, GülşahYüce, Erkan2023-10-092023-10-092023978-166843634-9, 978-166843632-5https:/dx.doi.org10.4018/978-1-6684-3632-5.ch011https://hdl.handle.net/20.500.12451/11106The present research investigates Turkish EFL student teachers’ perspectives on inclusive education during the COVID-19 pandemic. The research is designed as a qualitative study. The data were gathered through a written-structured interview, which consisted of five questions. Additionally, student teachers’ classroom observation and response papers were utilized to understand their perceptions of inclusive education. A constant comparative analysis was used to analyze the present research data. Eleven fourth graders of the English language teaching department participated in the study. The results showed that EFL student teachers know the needs and interests of students who need special education SEN (SEN; education of individuals with special education needs). However, the results indicate that student teachers think inclusive education practices were not implemented effectively during the COVID-19 pandemic. The results reveal that the study participants have adequate knowledge and positive perspectives toward inclusive education.eninfo:eu-repo/semantics/closedAccessInclusive Education Practices DuringCOVID-19 PandemicBook17519210.4018/978-1-6684-3632-5.ch011N/A