Türkiye’de son 20 yıldır özel eğitime ihtiyaç duyan öğrencilere yönelik eğitimin kaynaştırma yolu ile sağlanmasına öncelik verilmektedir. Örgün eğitimde kaynaştırma uygulamalarının kapsadığı dersler arasında din eğitimi ile ilgili dersler de bulunmaktadır. Bu dersler kapsamında kaynaştırma eğitimini veren öğretmenlerin yeterlilikleri, duygu, tutum ve kaygıları önemlidir. Bu durumun iyi araştırılması etkili bir kaynaştırma eğitimi için gereklidir. Din Kültürü ve Ahlak Bilgisi ile İmam Hatip Meslek Dersleri Öğretmenlerinin kaynaştırma eğitimi yeterliliklerinin, onların duygu, tutum ve kaygıları üzerindeki etkisinin araştırılması bu araştırmanın temel gerekçesidir.Bu çalışmanın amacı, örgün din eğitiminde kaynaştırma uygulamalarının niteliğinin artırılmasına katkı sağlamaktır. Kaynaştırma eğitiminin en önemli unsuru bu dersleri okutan öğretmenler olduklarından çalışma, onların kaynaştırma eğitimi ile ilgili duygu, tutum, kaygı ve yeterliliklerini ile çeşitli değişkenlere göre farklılaşma durumunu incelemiştir. Çalışmanın verileri Sharma, Loreman ve Forlin (2011) tarafından geliştirilen Bayar (2015) tarafından Türkçeye uyarlaması yapılan “Kaynaştırma Uygulamalarında Öğretmen Yeterliliği Ölçeği” ve Forlin, Earle, Loreman ve Sharma (2011) tarafından geliştirilen Bayar, Özaşkın ve Bardak (2015) tarafından Türkçeye uyarlaması yapılan “Kaynaştırma Eğitimi ile İlgili Duygular, Tutumlar ve Kaygılar Ölçeği” ile toplanmıştır. Çalışma neticesinde, kaynaştırma eğitimi ile ilgili hizmet içi eğitimin, öğretmenlerin duygu, tutum ve kaygıları ile yeterliliklerini pozitif yönde etkileyen bir faktör olduğu tespit edilmiştir. Cinsiyet, okul türü, lisansta eğitim alma durumu, kaynaştırma eğitimi tecrübesi ve kaynaştırmaya ilişkin özgüvenin değişkenlerinin öğretmenlerin yeterliliklerini ve duygu, tutum ve kaygılarını etkilemediği saptanmıştır. Ayıca duygu, tutum ve kaygı ile yeterliliğin pozitif ilişki içerisinde olduğu görülmüştür.

In recent years, as in all over the world, students in need of special education in our country to receive more qualified training is used in various applications. One of these applications is the inclusive education, which enables the students to be trained together with their peers. This training takes into account all the needs of the students in the development of formal education and their individual differences. The aim of inclusive education is to contribute to the students who need special education in accordance with the principle of the least restrictive educational environment. The courses covered by the inclusion in formal education also include courses related to religious education. They are the graduates of the Faculty of Divinity/Islamic Sciences and are appointed as teachers. The quality of inclusive religious education is in line with the teacher's knowledge, attitude, and competence in this field. Instead of the success expected from the mainstreaming education where the teacher exhibits negative religious attitudes or inadequate religious knowledge, both normal students and students who need special education can be adversely affected. This is because teachers have the opportunity to monitor the student's differences, needs, and development in the best possible way, and it is the lead actor who organizes educational activities that are appropriate to the inclusive education by taking into account the student. Therefore, the attitude towards the students with special needs (SWSN) and the climate it creates in the classroom has a great impact on the success of students with special needs as well as the normal students in the class. Besides, it is also the teachers who know that each of them can have different levels of ability, success, and participation and encourages them to make timely orientation and adaptations that will enable them to make the best use of their performances. The competent teacher leads both the regular students and the SWSN students to receive education in a positive learning atmosphere. In this atmosphere, normal students become aware of their own qualifications while helping students with SWSN and gain empathy and expand gratitude. On the other hand, the education of the SWSN together with their peers facilitates their integration in normal life. However, it has been determined that a limited number of scientific studies have been carried out on Imam Hatip Vocational teachers who have an important role in inclusion religious education in the literature and their attitudes towards inclusive education and their attitudes towards inclusion education. This situation shows the need for further studies in the related literature. The main reason for this research is to investigate the effects of teachers' education competencies on their emotions, attitudes, and concerns.The aim of this study is to contribute to increasing the quality of inclusion practices in formal religious education. For this purpose, the following questions were sought.The levels of feelings, attitudes, and anxiety of religious education teachers related to religious education; does it differ according to variables such as gender, type of school, special education course in licensing?Perceptions of qualification of religious education teachers about inclusion religious education; does it differ according to variables such as gender, type of school, special education course in licensing?Is there a relationship between the teachers 'religious education teachers' feelings, attitudes, and concerns about inclusion and religious education, and their qualifications for inclusion education?The universe of the study consists of teachers of Religious Education who work in secondary schools in Muş and its districts and teachers of vocational courses in İmam Hatip secondary schools. The sample of the study was determined as 264 people. The data of this study, which was designed in the relational survey model, was developed by Sharma, Loreman, and Forlin (2011) and was developed by Bayar (2015). The Teacher Adequacy Scale in Inclusive Applications was developed by Forlin, Earle, Loreman and Sharma (2011) and Emotions, Attitudes and Concerns Related to Inclusion Education Scale.As a result of the study, it was determined that in-service training related to inclusive education positively influenced teachers' feelings, attitudes and concerns, and qualifications. Gender, type of school, the status of getting a license, the experience of inclusive education, and the variables of self-confidence in inclusion did not affect the teachers' competences and their feelings, attitudes, and concerns. It was also observed that emotion, attitude, and anxiety were positively associated with competence. Based on these results, the following recommendations have been developed.1. In the process of undergraduate education, it is possible to teach religious education which includes more inclusion and special education practices.2. In-service training seminars or workshops related to religious education including religious education teachers can be organized.3. Training and seminars on an institutional basis can be organized to increase the knowledge of religious education teachers about inclusive education and to know the basic rights and freedoms of SWSN.4. Encourage religious teachers to practice different religious teaching methods for students in the process of inclusion; to provide teachers with the help of the religious education departments of universities to introduce new methods of teaching religion.5. This study was conducted in a limited sample group and in a limited environment. Further studies can be done in larger and larger samples and in different provinces.