A) There are laws and regulations in our country to allow young children with special needs to attend preschools likewise their peers with typical development.

a) According to the Article 29 of the Regulation on Special Education Services (2006); Preschool education of children who need special education between 37-66 months is obligatory. These children continue education in preschools in the scope of inclusion. The relevant article of the regulation is as follows:

Article 29- (1) (Amendment 21.7.2012 / 2830 O.J.) According to the Article 29 of the Regulation on Special Education Services in the Preschool Period "Preschool education is obligatory for individuals who need special education who are between 37-66 months. However, preschool education for these individuals may be extended up to 78 months considering the end of September on the basis of the Special Education Evaluation Board Report and the written approval of parents. Children who are enrolled in the e-School system and for whom the period of preschool education is extended, with the official application of the parents and with the decision of the provincial / district special education services board, are placed in the appropriate school.

(2) (Amendment 21.7.2012 / 28360 O.J.) "Even though, for individuals who need special education,n preschool education is continued in the same classrooms with their peers without impairments in the scope of inclusion in the preschools or in the special education classrooms, special education preschools for children between 37-66 months and for children between 48-66 months, special education classrooms in general education schools can be opened.  

Link: http: //orgm.meb.gov.tr/meb_iys_dosyalar/2012_10/10111226_ozel_egitim_hizmetleri_yonetmeligi_son.pdf

b) Articles regarding children with special needs (2014) in Preschool Education and Primary Education Regulation (2014) are listed below.

Article 11 (Amendment: O.J. dated 25.06.2015 and no. 29397): "As well as children of martyrs, disabled war veterans, and war veterans and children who need special education who are directed by the Guidance and Research Center report, having enrolled in the school matched with one’s address in the residential area are required to submit the necessary forms to document their situation to be transferred to the desired school regardless of their address in the national addresses database.

c) Children aged 36-71 months who are directed to the preschools through full-time inclusion in line with the report prepared by the Special Education Evaluation Board which is established in the Guidance and Research Centers (O.J. dated 25/06/2015 dated 25/06/2015) are registered in these schools. The classroom sizes are created so that there are two children with special needs in the classroom with 10 children and one child in the classroom with 20 children.

Link: http://mevzuat.meb.gov.tr/html/ilkveokuloncyon_0/ilkveokuloncyon_0.html

In our country, there is a 30-year history of inclusion, and it is accepted that approximately 25.000 children with special needs are enrolled in preschools within the framework of these regulations.

B) In the national reports on preschool teacher competencies; the competencies, roles, and responsibilities of teachers are explained.

a) According to the Teacher Qualifications Report prepared by the Turkish Education Association in 2009, "to make adaptable learning opportunities for different students, to plan to teach for different individuals with different talents and from age groups, to individualize teaching strategies to increase individualized learning potential" are important teaching competencies.

Link: http://portal.ted.org.tr/genel/yayinlar/Ogretmen_en_kitap.pdf

b) Turkey Higher Education Competencies Framework: The Basic Competencies (YÖK, 2011) report contains the following qualifications of the teachers in the section of Teacher Training and Educational Sciences Undergraduate qualifications regarding their field:

2.1.2.

• Knowledge (Theoretical and facts area): Has the knowledge of the development, learning characteristics, and difficulties of the students.
• Skills (Cognitive, applied): Applies the most appropriate strategies, methods and techniques, taking into account the developmental characteristics, individual differences, characteristics, and achievements of the subject area.
• Learning competence: Determines learning needs and guides learning.

Link: http://yyc.yok.gov.tr/

These reports emphasize that teachers who have completed a bachelor’s program must meet the needs of all children in their classrooms, support their development, make the necessary arrangements taking into account the individual and learning characteristics and use appropriate teaching methods and strategies. It is also recognized as a basic necessity that teachers need to determine children's needs and accommodate their learning processes accordingly.

C) Studies on preschool inclusion in our country are limited to the evaluation of the parents' and teachers' opinions about the inclusion and the difficulties they face and the evaluation of the teachers’ and parents' attitudes towards inclusion and children with special needs (Altun & Gülben, 2009, Artan & Uyanık-Balat, 2003; & Erbaş, 2011; Öncül & Batu, 2005, Özaydın & Çolak, 2011, Özyürek, 2012, Şen, 2003, Yavuz, 2005, Varlıer & Vuran, 2006). In only two studies, the effects of short-term teacher training on preschool teachers' attitudes were investigated (Özaydın & Çolak, 2011; Seçer, 2010). In another study, the effects of the teacher training program developed on the basis of the needs of preschool teachers on teacher outputs were investigated (Sucuoğlu, Bakkaloğlu, Akalın, Demir, & İşcen-Karasu, in press). When these research studies are examined, it can be seen that the development of children with special needs who are continuing preschools with their peers is not monitored and whether or not children and their families benefit from the inclusion practices are not assessed. In other words, pre-school inclusion’s effects on children with special needs and their families have not been investigated. It is considered that the evaluation of the children with and without special needs in preschool classrooms and therefore the examination of the children’s short and long-term outputs regarding inclusion may hinder the improvement of preschool inclusion practices. For this reason, in order to increase the effects of inclusion practices, it is necessary to determine the efficiency of existing inclusion practices and the effects of these practices on children's development. Thus, to improve the quality of inclusion studies can be carried out and necessary arrangements and changes for effective inclusion can be made.