views of parents of children with disabilities on the structure and operation of the institution of parallel support

Postgraduate Thesis uoadl:1945658 808 Read counter

Unit:
Κατεύθυνση Ειδική Αγωγή
Βιβλιοθήκη Τμήματος Εκπαίδευσης & Αγωγής στην Προσχολική Ηλικία (ΤΕΑΠΗ)
Deposit date:
2017-09-30
Year:
2017
Author:
Kazakis Chrysostomos
Supervisors info:
Αθηνά Ζώνιου - Σιδέρη, Ομότιμη Καθηγήτρια, ΤΕΑΠΗ, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Απόψεις και εμπειρίες γονέων αναφορικά με τη δομή και τη λειτουργία του θεσμού της Παράλληλης Στήριξης
Languages:
Greek
Translated title:
views of parents of children with disabilities on the structure and operation of the institution of parallel support
Summary:
Lately, in Greece as well as in an international level it is observed a constant differentiation of the educational potential in schools due to a series of socio-economic factors that constantly alter. Schools are consisted of disabled children, children with different beliefs and customs. It is characteristic that the humanitarian character of a society is represented in its ability to harmonically embody all of its members by drastically limiting concepts such as margin and social exclusion. Concerning the law frame, in Greece, important steps have been made forward in promoting the idea of integration. However, from theory to practice there is a huge distance. Radical changes need to be made in the whole education system, schools to be staffed with scientifically trained staff, the necessary material resources to be given and, especially, all the negative perceptions and stereotypes that prevail to be eliminated in order for the philosophy of coeducation to be accomplished. In an organized and functional educational frame, the instructor / teacher has to cooperate with the special needs teacher and implement in common educational programs of intervention. The role of teachers is important as they promote education, cooperation as well as the development of a multicultural education that is linked with the respect for the personal / family and social disparities and is built upon their experience and the students’ different ways of thinking. A fundamental principle for the implementation of the coeducation is the alteration of the current structures, the acceptance of differentiation, the design of a prototype curriculum and the right education of teachers. Furthermore, the differentiation of teaching is crucial and has to correspond to the educational needs of each student with or without educational needs, separately. The coeducation of students with or without special needs has concerned many countries which look for effective training methods and cooperative methods of practice. Even the more advanced countries have faced difficulties in this specific field. In Greece, with the law 3699/2008 coeducation has been bestowed under the term «Parallel Support» that has to do with the integration o students with special needs in comprehensive schools. According to this, students of typical development and students with special needs coexist in the same classes with the teacher of the class and the special education teacher. «Parallel Support» is a characteristic example of coeducation and is applied in a worldwide level. In the theoretical frame of the current research, an attempt to clarify some terms that concern the «Parallel Support» and the role of the special education teacher is initially made. To continue with, the historical law frame of special education in our country is described in order for it to be linked to coeducation and the «Parallel Support». Besides, the models of parallel support are presented on order for us to link them to the model of parallel support in referring to their positive and negative characteristics. Moreover, a reference is made to the role of parents and their participation in the program of parallel support and some clarifications concerning the parallel support circular 2016-17 with the previous years. Additionally, a general analysis of the current situation in Greece for the special education and the Parallel Support is presented. The aim of the research is the investigation of opinions of parents with children with disabilities regarding the program of parallel support aiming to shed light to how parents experience the specific program from the participation of their children by mentioning the negative elements as well as improvement proposals. The methodological approach that has been used is the qualitative analysis. The methodological instrument is the semistructured interview. The sample of the research has been randomly chosen and 10 parents, residents of Attica, with children with special needs have participated. The conclusions have shown that parents consider the program important and that it has helped their children considerably in their social and knowledge based progress. However, they mention some «black spots» mostly with regard to the application of this program, even though they all agree that it should continue. The main purpose of the research is for the opinions of the parents to be heard and the program to be improved in maximum extent as parents are those who know better their children and as a result we should always be very receptive listeners towards them.
Main subject category:
Special education
Keywords:
education, special education, parallel support, parents, cooperation, specialist pedagogue, disability
Index:
Yes
Number of index pages:
3
Contains images:
No
Number of references:
98
Number of pages:
97
File:
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Διπλωματική-ΝτέροFin-1.doc
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