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While inclusive education was perceived as the education of students with various disabilities, especially together with students without any disabilities in the past, now it does not only define an initiative for children in need of special education, but also considers focusing on other groups who have problems in getting equal and qualified education such as

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Poor children
Those who have different ethnic and cultural backgrounds
Children from rural areas.
Girls. (UNESCO, 2001).

In this sense, inclusive education means; not excluding anyone from education processes due to their gender, ethnic structure, social class, health, social participation and success by valuing diversity, and embracing everyone in the system (UNESCO, 2009, Ouane, 2008).

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This process covers the changes that need to be made in terms of content, approach, structure and strategies in the light of a common vision that includes all children at learning age and believing that it is the responsibility of the states to educate all children.

In Turkey, we aim to support teachers' personal and professional development, their intellectual, emotional and social development, and achieve a social transformation through inclusive education practices. The clear aim of creating an inclusive education culture is

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To contribute to the development of social justice with a human-centered approach,
To ensure that the differences and characteristics of each child are included in education and training activities,
To eliminate discrimination against children in schools,
To prevent individuals from being forced to change and adjust in the classroom,
To contribute to make sure that each child is considered as a valuable individual with their differences.

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In Turkey ,there are three important components of creating this education culture: school, family, and society.
Family and society lead the school in providing cultural education and learning situations that are not yet fully organized, institutionalized. The family, which is the starting point of the informal education process, has an important function in inclusive education as it is the place where the child acquires vital information at first and where the first foundations of social skills such as respect, love, communication, empathy are acquired. Because children acquire clues of their first knowledge and skills about life by watching and observing their families. For this reason, families need to show many inclusive behaviors and set an example. A qualified school-family cooperation means being aware of the cultural diversity, feelings, values and experiences of all stakeholders involved in education.

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We apply inclusive education practices in Turkey because approximately 300 thousand inclusive students take part in the educational process, 680 thousand Syrian students are studying in schools and approximately 2 out of 5 children are exposed to bullying in the schools

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In this sense, in order to create an impact both at national and international level the following activities are carried out regarding cooperation among school, family and society
-Establishing parent-teacher assosiation and planning activities in school and homes.
Applying some projects in the body of Ministry of National Education, Directorates of National Education in local level,

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- Awareness practices for school management, teachers and parents within the scope of Special Education and Guidance Services
- Parent meetings held at regular intervals
- Home visits
- Activities performed within the scope of Psychosocial Intervention Services.

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- Activities performed within the scope of Psychosocial Intervention Services.
Apart from these, the Ministry of National Education at national level and National Education Directorates at the local level, and schools in private include migration, peer bullying and Psychosocial Intervention services to the annual targets of the school guidance services . And activities are planned and implemented in that sense throughout the year.

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Especially in our province, "I am Aware of You" project was initiated within the R&D unit of the National Education Directorate. The aim of the project is to develop awareness and empathy in the society for individuals with special needs. Accordingly, trainings and activities are organized for teachers, parents and students. Firstly, all school counsellors were provided with information about the project, and then studies supporting emotional intelligence development were carried out for all classes.

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Within the scope of Psychosocial Response Services, preventive studies are planned against post-traumatic negative situations that may occur after some issues like abuse, natural disaster, migration, suicide, mourning and terrorism. Within the scope of the subject, Psychosocial Intervention practitioner training was provided to all guidance teachers by the Ministry of National Education.

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In this context, psychoeducational groups are formed in order to ensure social integration of refugee students who are involved in the education and in order to contribute to their families' social adaptation skills.

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On the other hand, all the schools in our country are determined through the test and research inventories.The class risk and school risk maps are being formed and though these, the students in the risk group are identified. Next necessary intervention is provided. In particular these are done to determine the individuals who are exposed to bullying and who do not feel safe in school, in short, have a low school life quality. After that necessary expert help is taken. To prevent bullying, class guidance activities are carried out. Especially common guidance activities are carried out to gain empathy skills.