Eco-behavioral Assessment: An Alternative Method for Assessing Mainstreamed Classrooms in Turkey

The purpose of this study is to explain the instructional characteristics of the mainstreamed classrooms based on the results of three studies conducted in Turkey. In attempt to reach this purpose; firstly, ecobehavioral assessment approach that assumes that the student behaviors are related to classroom structure and interactions in learning environments was briefly introduced. Then, the instructional variables of learning environments such as general classrooms in which the students with disabilities placed and special education classrooms were explained based on the results of the previous studies using ecobehavioral approach. Lastly, the three studies focusing on the instructional variables of the Turkish mainstreamed classrooms and their results were summarized, and the results were discussed in terms of the problems of the mainstreaming implementations in Turkey.