Κατεύθυνση Ειδική Αγωγή
Library of the School of Education

2018-04-03

2018

Karanana Evangelia

Αντωνίου Αλέξανδρος- Σταμάτιος, Επίκουρος Καθηγητής, ΠΤΔΕ, ΕΚΠΑ
Αλευριάδου Αναστασία, Αναπληρωτής Πρύτανης, Παιδαγωγικό Τμήμα Νηπιαγωγών, Πανεπιστήμιο Δυτικής Μακεδονίας
Μπαμπάλης Θωμάς, Αναπληρωτής Καθηγητής, ΠΤΔΕ, ΕΚΠΑ

Οι απόψεις των εκπαιδευτικών για το σχολικό κλίμα και την ενσωμάτωση των παιδιών με Διαταραχές Αυτιστικού Φάσματος (ΔΑΦ)- Αυτισμός Υψηλής Λειτουργικότητας (ΥΛΑ) στα γενικά σχολεία πρωτοβάθμιας εκπαίδευσης

Greek

Teachers' perceptions on the school climate and the integration of children with Autism Spectrum Disorders (ASD) - High Functional Autism (MSD) in Primary Schools

Inclusive education and inclusion of pupils with special needs in the general classes is an issue that concerns not only the educational process and the school environment, but the way in which society operates, the way in which diversity is being treated and the respect for rights of people, with equal and full acceptance.
In the study, there is analysis of the attitudes of primary school teachers regarding the inclusion of pupils with autism spectrum disorder - high functional autism (ASD-HFA) in the general classes of primary education. In the study, primary research is carried out, exploring the attitudes of teachers regarding the integration of students with ASD-HFA, as well as by analyzing the parameters of the school climate as assessed by the teachers
Primary research shows that the school climate is lagging behind in a number of factors, such as teacher collaboration, decision-making, and personalized consideration of pupils' needs; elements that are essential in shaping a positive, healthy and empowering school climate. Also, there is a finding that school is, to a significant extent, a closed environment with exclusions and discrimination among teachers. An important finding of the research is that teachers' views on inclusive education are positive in all its dimensions, i.e. teachers' perceptions of pupils with mild disorders, their beliefs about the effectiveness of inclusion and opinions with regard to the role and functions of the teacher in terms of inclusive education.

Special education

inclusion, inclusive education, autism spectrum disorder - high-functionality autism.

Yes

3

Yes

141

130

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https://pergamos.lib.uoa.gr/uoa/dl/object/2732713