Κατεύθυνση Ειδική Αγωγή
Library of the School of Education

2018-01-13

2018

Siska Georgia

Βασίλης Τσάφος, Αναπληρωτής καθηγητής, Τμήμα Εκπαίδευσης και Αγωγής στην Προσχολική Ηλικία,ΕΚΠΑ

Αντιλήψεις κι εμπειρίες εκπαιδευτικών δευτεροβάθμιας εκπαίδευσης για το ρόλο και τις αρμοδιότητες του ειδικού παιδαγωγού σε γενικά σχολεία που λειτουργεί η δομή της παράλληλης στήριξης

Greek

Perceptions and experiences of secondary school teachers on the role and responsibilities of the special educator in general schools operating the structure of parallel support

In Greece parallel support is utilized in the grounds of inclusive education, basic prerequisite of which is the tutoring of pupils with disabilities and/or special educational needs in the general schools. The responsibilities of the parallel support teacher to the total educated crowd of the class, the cooperative relations he develops with the general education teachers, the methods and the curriculum he abides by and also the parallel support implementation itself as an inclusive practice, constitute the elements that define the role of special educator in the general school. Despite the fact that the responsibilities of the special educator of parallel support are legislated, the role remains blurry as well as the cooperative relations, on the goal and the shape they can take through the period of their utilization. The purpose of this research is to surface the perception and the experience of both general and special tutors of parallel education in secondary school on this subject.
The sample of the present qualitative research was in total eight (8) educators. All off them should work in a general, public school of secondary education in which parallel support is implemented. The selection of applicants of the research was done in the basis of theoretical or advisable sampling technique. As methodological tool the semi-structured interview was used while for the result analysis the qualitative content analysis method was implemented.
The results of the research reaffirmed the dominance of the personal/medical model approach of the tutors concerning disability as well as the confusion that prevails in general education tutors concerning the understanding of inclusive education since the majority of them identifies it with parallel support structures and inclusion classes and connects it with Special Education. Furthermore the lack of equity between tutors (general – special) in the school class was made clear concerning the total student population as well as the maintenance of the “general” and “special” tutor segregation. The perception that dominates the two groups of educators is the prevalence of general educator in the class as responsible for the whole of students and the exclusive occupation of the “assistant” special educator in the provision of personalized educational support to the students with disability. The lack of differentiated essential cooperative and co-tutoring practices was also made clear, factors that are necessary of successful implementation of inclusion. Of course there are exceptions of educators that show the need of collective responsibility, mood for cooperation as well as changes in their mentality and common practices.
The goal of this research is the usage of the results as proposals for improving the role of special educator in the general school of secondary education, in order to implement the goals of inclusion for the obviation of the seclusion of “special“ educators as well as “special” students and their participation in the educational process as peers.

Special education

parallel support teacher, special educator, students with disability, students with special educational needs, inclusive education, cooperation

No

0

Yes

183

191

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https://pergamos.lib.uoa.gr/uoa/dl/object/2576319