The aim of this study is to identify the problems encountered by music teachers in music education conducted for secondary school inclusive students, to determine the methods. In this study, qualitative research methods were used and general survey model was used as model. The participants of the study consisted of 24 music teachers working in private and public secondary schools in the Antakya district of Hatay in the 2020-2021 academic year. A semi-structured interview form prepared by the researcher was used as data collection tool in the study. 31 questions about the music education given to the inclusive students were asked to the teachers who participated in the study. The data were evaluated according to content analysis. Frequency and percentage values were given and presented in tables according to categories. In line with the findings obtained in the content analysis, it was found that secondary school music teachers' experience in music lessons for inclusive students and their knowledge about inclusive education were not at sufficient level and they did not consider the undergraduate education they received sufficient. In the study, it was observed that inclusive students needed one-to-one attention considering their disability and accordingly, the school administration, teachers and other school personnel displayed positive behaviors toward these students. The teachers participating in the study did not have the necessary qualification about IEP (Individualized Education Program), and they could not allocate enough time to the students who needed this training due to insufficient course time.
Keywords: Music Education, Inclusive Education, Individualized Education Program (IEP)