Unit:
Κατεύθυνση Ειδική ΑγωγήLibrary of the School of Education
Author:
Karamichali Stavroula
Supervisors info:
Ευδοξία Ντέρου-Ντεροπούλου, Επίκουρη Καθηγήτρια, Τμήμα Εκπαίδευσης και Αγωγής στην Προσχολική Ηλικία του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών
Original Title:
Επιτροπές Διάγνωσης Αξιολόγησης και Υποστήριξης (ΕΔΕΑΥ): αναζητώντας την ενταξιακή διάσταση του θεσμού
Translated title:
Diagnostic Educational Assessment and Support Committees (EDEAY): looking for the inclusion dimension of the institution
Summary:
The main purpose of this study is to focus on the institution of EDEAY (Diagnostic Educational Assessment and Support Committees) in primary education system and more specific in searching these committee’s inclusive orientation. The first reference for the institution is reported in law 4115/2013 and it is classified as an innovative measure which aims to general education and it is defined as a primary tool for diagnostic and educational assessment as well as a supportive tool for students with disabilities or and special educational needs. The main target includes the obviation of barriers in educational system and the establishment of a new school that there will be no discriminations. However, it is worth questioning whether and in what extend these services, which are being proposed and used by the members of the committees are matching with the principle of inclusive education. This current study investigates the opinions of E.D.EA.Y. members, who are psychologists, social workers and special educators, that are related to the diagnosis perception, educational assessment and support which is provided in these committees. Moreover, it investigates the way that the members give meaning to the inclusion and how they contribute to this direction. For these reasons, a qualitative research has been conducted with semi-structural interviews to 13 members of E.D.E.A.Y. Thematic content analysis has been used for the research findings which came from the interviews. The study showed strongly the influence of clinical individual approach of disability, the usage of technics that are interwoven to special education which reproduce students’ labeling, confusion of inclusive ideas and weakness of institution’s correspondence to the principles of inclusive education.
Main subject category:
Education - Sport science
Keywords:
Diagnosis, educational assessment, support, inclusive education, disability, professionals, Diagnostic Educational Assessment and Support Committees
Number of references:
175
