“Inclusive education” is the basis where the students with special needs are sharing the same education and learning environment with their peers without disability by making arrangements in accordance with their individual needs. Inclusive education is known to provide constructive contributions to the professional development of students with special needs in particular and all classmates and even classroom teachers in general. There are different approaches that can be implemented both inside and outside the classroom in order to increase the efficiency of mainstreaming education and to prevent potential problems in the process.One of these approaches is the co-teaching approach, which is a teaching approach with increased importance in mainstream education in recent years. The effectiveness of this approach, which can be summarized as classroom teachers and special education teachers who have different field knowledge, to make planning and implementation together for the purpose to be taught, is influenced by several factors, especially teacher perceptions and attitudes.The aim of this study is to examine the perceptions of teachers and school managers working in primary schools about co-teaching practices in metaphorical perspective. This research is a qualitative study. In this study, one of the qualitative research strategies, phenomology, was used. The sample of the study consisted of the managers and classroom teachers working in the primary schools of the Ministry of National Education of Turkish Republic of Northern Cyprus in the 2018-2019 academic year.
Inclusion, Co-teaching approach, Teacher, Manager, Metaphor.