The purpose of this current study is to adapt the “Sentiments,Attitudes and Concerns about Inclusive Education Scale Revised(SACIE-R)” developed by Chris Forlin, Chris Earle, Tim Loreman, andUmesh Sharma (2011) to Turkish. The relevant scale consists of 15items and includes 4-point Likert type ranking (“1” Strongly Disagree,“2” Disagree, “3” Agree, “4” Strongly Agree). Scores belonging to scaleare aligned between 15 and 60 points. Increasing scores mean thatindividual shows high level of sentiment, attitude, and concern aboutinclusive education.A communication was established with Chris Forlin, one of theresearchers that developed the scale via electronic mail primarily in theprocess of adapting the scale to Turkish and necessary legal permissionis obtained by this way. In the first step, the English form of the scalewas translated into Turkish by a commission consisting of five facultymembers of Education Faculty in Amasya University who know Englishat a good level. After that, the scale was translated into Turkish and retranslatedinto English again. By doing so (back translation technique),the consistency between Turkish and English forms of scale wasexplored. Then, Turkish form of the scale was examined in terms ofmeaning and grammar and necessary corrections were made byresearchers and five Turkish teachers. After that, trial Turkish form ofthe scale was obtained. For face validity, three faculty members who arethe leading experts in areas of educational science and assessment andevaluation examined this form and some changes were made in linewith those experts’ opinions. As a result, the last version of thetranslated scale from the point of face validity and translation wasobtained.In order to determine the reliability and validity, the sample of thisstudy has been randomly selected and it has been conducted to 100pre-service teachers who have been studying in Guidance andPsychological Counseling and Turkish Language Teaching Departments.Participants were met in preplanned classrooms. Participants wereasked to answer the scale. Responding the scale took time between 10to 20 minutes.After implementing the scale, construct validity of Turkish form ofthe scale was explored. Before doing exploratory factor analysis (EFA)related to scale’s construct validity, the data was tested whether it isappropriate for factor analysis and it was approved that data wasappropriate for factor analysis. As a result of factor analysis, it was determined that items of the scale loaded onto three factors.Examination of these three factors was made by Warimax Rotation andit was found that factor loads belonging to items in these three factorswere high.The results of the Exploratory Factor Analysis clearly revealedthat there were three subscales; Sentiments about Inclusive Education,Attitudes towards Inclusive Education, and Concerns about InclusiveEducation, respectively.The first factor is comprised of five items and these items are theopinions of teacher candidates such as “I tend to finish acommunication with a people with disabilities as soon as possible”, “Ifind it difficult to overcome my initial shock when meeting people withsevere physical disabilities”, “I am afraid to look directly at a personwith a disability”, “I would feel terrible if I had a disability”, “I dread thethought that I could eventually end up with a disability”. Because thesethoughts reflect the feelings about inclusive education, this factor mightbe called as “Sentiments about Inclusive Education”.The second factor is comprised of five items and these items arethe opinions of teacher candidates such as “Students who needindividualized education program should be in regular classes”,“Students who are inattentive should be in regular classes”, “Studentswho frequently fail exams should be in regular classes”, “Students whorequire communicative technologies (e.g. Braille, sign language) shouldbe in regular classes”, “Students who have difficulty in expressing theirthoughts verbally should be in regular classes”. Because these thoughtsreflect beliefs about the necessity of inclusive education, this factormight be called as “Attitudes about Inclusive Education”.The third and last factor is comprised of five items and theseitems are the opinions of teacher candidates such as “I am concernedthat I will be more stressed if I have students with disabilities in myclass”, “I am concerned that students with disabilities will not beaccepted by the rest of the class”, “I am concerned that my workloadwill increase if I have students with disabilities in my class”, “I amconcerned that it will be difficult to give appropriate attention to allstudents in an inclusive classroom”, “I am concerned that I do not havethe knowledge and skills required to teach students with disabilities”.Because these thoughts reflect concern and anxiety about inclusiveeducation, this factor might be called as “Concern about InclusiveEducation”.By the end of Exploratory Factor Analysis, it is found that eachitem in the scale matches up with any of these three determined factor.Therefore, all items have been kept in the Turkish version of the scale.As a result, the final version of the scale includes 15 items like itsoriginal formIn addition, these three factors describe the 61.454% of totalvariance. First factor describes the 27.860%, second factor describesthe 18.481% and third factor describes the 15.113% of the totalvariance.The reliability of Sentiments, Attitudes and Concerns aboutInclusive Education form was assessed by Cronbach Alpha and internal consistency found as .88. The reliability of subscales was assessed byCronbach Alpha method as well and internal consistencies found as.86for the first subscale, .88 for the second subscale, and .85 for the thirdand last subscale.All of the fi