Inclusion in preschool years aims to discover the potential of special children by leveling the playfield and help them engage in educational activities with their peers in the same classroom. There have been no studies focusing on the master’s theses and doctoral dissertations on inclusion in preschool years since 2016. Therefore, the present study aims to review the master’s theses and doctoral dissertations written between 2016 and 2020 on inclusion in preschool years with respect to some variables, including year of publication, type of work, and the gender of thesis supervisors and authors, university, type of institute, department, program, subject of the study, participants, methodology, results and keywords. The present study employs a descriptive model to review the master’s theses and doctoral dissertations on inclusion in preschool years in Turkey. The sample frame of the present study includes the master’s theses and doctoral dissertations published between 2016 and 2020 and archived by the Council of Higher Education Department of Publication and Documentation. The results show that most of the theses and dissertations were published in 2017. There is a total of 8 dissertations and 18 master’s theses, most of which employed a quantitative design.

Keywords: Preschool education, preschool years, inclusion in preschool years, special education, inclusion, inclusive education