Κατεύθυνση Ειδική Αγωγή
Library of the School of Education

2019-02-12

2019

Botetsiou Artemis

Ευδοξία Ντεροπούλου-Ντέρου, επίκουρη καθηγήτρια, Τμήμα ΤΕΑΠΗ, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών,

Διερεύνηση των εκπαιδευτικών πρακτικών κατά τη διαδικασία εκπαίδευσης Τυφλοκωφών Μαθητών σε δομή ειδικής δευτεροβάθμιας εκπαίδευσης

Greek

Investigation of the educational practices during the educational process of Deafblind Pupils in the special secondary education structure

The modern educational approaches which aim removing any social and educational inequality for all pupils in the educational process, are based on the principles of inclusive education.
Education is considered the institutionalized form of education aimed to create integrated personalities with existential knowledge and after their smooth integration and professional activation in the social system. In recent years internationally in the field of education, it is promoted the philosophy of including pupils with disabilities in the mainstream education as well as the provision of equal educational opportunities for all pupils. In particular, the states apart from recognizing that people with disabilities have the fundamental right to participate in the mainstream education of the community in which they live, they are obliged at the same time to create the right conditions for this to be achieved. An inclusive education policy can only be achieved if formal mainstream schools become more inclusive, in other words if they evolve with the aim of educating all pupils at their neighborhood school. However, we realize that despite the efforts made in a transition of the pedagogical process to inclusion, the operation of special education schools is maintained.
To what extent, however, the establishment and operation of separate special education schools helps to the smooth integration of people with disabilities into a«non-special» social system?
Considering all of the above, I decided to investigate the educational process which is followed in a public structure for a small population of disabled students, students with deafblindness. The most appropriate method for this study was the qualitative research for a better and in-depth investigation of the views of the participant educator and the educational practices that followed.
The research inquiries of the present study are related to the concept of disability and multidisability by the educator, her views on the education of deafblind pupils, the educational practices implemented in the particular school structure as well as the main challenges in the exercise of her educative work.
The survey was conducted in a structure of a secondary special and vocational education and learning, during the academic year 2017-2018 while the sample of the survey was selected by
7
the method of convenient sampling. The research tools which were used to collect the data of this qualitative research are non participant observation and the semi-structured interview (A & B cycle)
The main findings of this research, which have emerged from the analysis of the findings, are mainly summarized in the self-evident exclusion, which is still experienced by pupils with deafblindness, but also teachers in specific school structures, who, without any support and guidance from state efforts on their own and with non-existent means try to improve the daily routine of their students within a framework of a supposed inclusion. We realize that deafblind learners experience essentially social exclusion and marginalization from the educational policy and at the same time from the educational community in the name of an inclusion process.

Education

deafblindness, special education, secondary education, education practices

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https://pergamos.lib.uoa.gr/uoa/dl/object/2850594