This study aimed to explore the views of secondary school inclusion students who receive formal education on the social studies course and to guide social studies teachers who practice classroom activities for special needs students through student perceptions. The study used a phenomenological research design. The sample consisted of 15 students with special needs who were attending three secondary schools in the city centre of Antalya. The data were collected through face-to-face interviews

more »

... re analysed using descriptive analysis. According to the analysis results, the inclusion students developed positive metaphors for the social studies course, teacher, and social studies teacher. The analysis results also showed that the inclusion students enjoyed the social studies course and could tell the topics of social studies topics. Additionally, there were findings that the social studies course is teacher-centred and should be more focused on active learning. Accordingly, the study found that the participating inclusions students had positive views on the social studies course and expressed their demands for the delivery of the course. Based on the results, it may be suggested to organise the classroom environment in the social studies course and the delivery of the course in line with the needs of inclusion students.