Yıldız, Nevin GünerPınar, Elif SazakMelekoğlu, Macid Ayhan2021-06-232021-06-2320131877-0428https://doi.org/10.1016/j.sbspro.2013.09.301https://hdl.handle.net/20.500.12491/76483rd World Conference on Learning, Teaching and Educational Leadership (WCLTA) -- OCT 25-28, 2012 -- Brussels, BELGIUMIn this study, 19 classroom management textbooks published in Turkey were examined with respect to their way of addressing people with disabilities. Content analysis was utilized in the study for organising and interpreting data based on similar concepts and themes. 19 classroom management textbooks from different authors, which are used in universities for classroom management courses, were analysed in terms of: (a) whether the existence of individuals with disabilities in general classrooms are considered in the content; (b) whether there is a separate chapter prepared on individuals with disabilities, (c) the title of the chapter in which individuals with disabilities are mentioned; and (d) whether they focus on deficiencies/problems of individuals with disabilities, or educational methods that can be utilized in their education. Results indicated that among the 19 classroom management textbooks, there is a separate chapter in only in 5 of them, Furthermore, individuals with disabilities are never mentioned in 6 of them, only 1 book indicates deficiencies of people with disabilities, and in 4 books, individuals with disabilities are mentioned under chapters with titles like "the reason of undesirable behaviours," or "the reason of problem behaviours." (C) 2013 The Authors. Published by Elsevier Ltd.eninfo:eu-repo/semantics/openAccessClassroom ManagementText BooksIndividuals with DisabilitiesInclusionConference Object10.1016/j.sbspro.2013.09.301939069102-s2.0-84891853490N/AWOS:000342763100158N/A