Κατεύθυνση Σχολική Συμβουλευτική και Καθοδήγηση
Library of the School of Education

2019-03-18

2019

Mazi Dimitra

Θωμάς Μπαμπάλης, Καθηγητής, Παιδαγωγικό τμήμα δημοτικής εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Κωνσταντίνα Τσώλη, Επίκουρη καθηγήτρια, Παιδαγωγικό τμήμα δημοτικής εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Ιωάννης Βρεττός, Ομότιμος καθηγητής, Παιδαγωγικό τμήμα δημοτικής εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών

Συνεκπαίδευση και εκπαιδευτικοί γενικής και ειδικής αγωγής

Greek

Inclusive education and teachers of general and special education

This study aims to conduct research on the implementation of inclusive education in Greece. The current situation is presented on the greek educational system and it is analyzed in order to notice if there are favorable conditions for the integration of all students οn general education.
At the same time, a comparative study is carried out with reference to other european countries and what tactics they apply in the field of inclusive education. It is conducted an extensive reference to her models and their disadvantages and benefits. It examines which model is likely to be applied in the greek state, while are also analyzed the views of teachers on the above issue. At this point, it is worth noticing that all models that have been developed, such as the full-time inclusion model or the emphasis model on students' individual needs, are concentraning obstacles to their correct implementation, as additional problems has arisen. One of these are the lack of financial resources and the incomplete training of teachers on general education, in order to have the ability to teach students with disabilities.
Concerning to teachers' views on the implementation of inclusive education, it is noticed that there is a significant percentage which support the integration of students with disabilities on general education. On the other hand, there is a percentage contradicting, arguing that the presence of students with special skills in general classes is an obstacle to the educational process. In essence, they claim that the teacher is required to devote enough time teaching students with disabilities, thus delaying the training of the others.
As regards the attitudes and perceptions of teachers on the implementation of inclusive education, it is noted that there is a significant percentage that welcomes the inclusion of pupils with special educational needs in general education. On the other hand, there is a percentage contradicting, arguing that the presence of pupils with special skills within the general classes is an obstacle to the educational process. In essence, it is argued that the teacher needs to devote enough time to teaching pupils with special educational needs, thus deferring the length of training of the remaining classroom students.
The state's concern for the implementation of inclusive education in the Greek educational system is a prerequisite given that, building on the importance of education, the development and prosperity of the social community follow. In these contexts, providing equipment such as suitable material equipment, financial resources, fully qualified teachers in special education, it is possible to apply the inclusive education.

Education

Inclusive education, special education, inclusion of students on general education, inclusion models.

No

0

No

88

65

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https://pergamos.lib.uoa.gr/uoa/dl/object/2866631