Κατεύθυνση Σχολική Συμβουλευτική και Καθοδήγηση
Library of the School of Education

2018-07-23

2018

Tziafoulia Athanasia

Σταύρου Νεκτάριος, Επίκουρος Καθηγητής, Τ.Ε.Φ.Α.Α. , Ε.Κ.Π.Α.
Αντωνίου Αλέξανδρος-Σταμάτιος, Αναπλ. Καθηγητής, ΠΤΔΕ, ΕΚΠΑ
Μπαμπάλης Θωμάς, Αναπλ. Καθηγητής, Αναπλ. Καθηγητής, ΠΤΔΕ, ΕΚΠΑ

"Η κοινωνική διάσταση της ένταξης των μαθητών με ειδικές εκπαιδευτικές ανάγκες στο γενικό δημοτικό σχολείο".

Greek

"The social dimension of inclusion of students with special educational needs to the primary school".

Abstract
The present study examines the social dimension of the inclusion of students with disabilities and special educational needs (S.E.N.) into the primary school explore the views of teachers, parents and students, but also focus concerns in social acceptance and social position that students with disabilities and S.E.N. have in the class network. 93 students, 10 students with S.E.N and 83 typical developmental students among 4th 5th 6th classes, aged 10-12, 8 general educators aged 27-53 with professional experience 5-32 years and 8 parents aged 35-45. Tools that were used are: (1) Questionnaire of social dimension of inclusion for the enaluation children views, (2) Questionnaire with a peer nomination technique aw a measure of students social position and social acceptance in the class network and (3) semi- structured interviews towards to 8 general educators and 8 parents from the evaluation of views about social dimension of inclusion, the factors that effect and practices can enhancing the social dimension of inclusion. The results oh this research have shown that typical developmental students have positive views about the social dimension of inclusion of students with disabilities and S.E.N., irrespective of gender and class. Moreover, the typical developmental students accept more easier students with motor disabilities as opposed to autistic students. A peer nomination technique haw shown that students with disabilities and S.E.N. held lower popularity and a high-percentage of them were found to be isolated. The views of teachers and parents have common points than differences. The basic conditions for successful social dimension of inclusion are the acceptance by peers, their social participation in a peer group and social interaction and the kind of S.EN.
Benefits from the social; dimension of inclusion have individual and social benefits, but parents are concerned about the academic progress of typical development students. Existing support institutions show several negative examples in relation to positive. A heavy emphasis was placed to required strengthening of practices or changes at the institutional and educational level for more successful results at the social dimension of inclusion.

Education - Sport science

social dimension of inclusion, social inclusion, inclusion, students with special educational needs

Yes

0

Yes

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https://pergamos.lib.uoa.gr/uoa/dl/object/2779088