Unit:
Speciality Social Neuroscience, Social Pedagogy and EducationLibrary of the School of Education
Supervisors info:
Μαυρικάκη Ευαγγελία, Καθηγήτρια Βιολογίας και Αγωγής Υγείας
Original Title:
Οι απόψεις δασκάλων και νηπιαγωγών για τις δυσκολίες που αντιμετωπίζουν οι μαθητές με αισθητηριακές αναπηρίες στο γενικό σχολείο
Translated title:
Investigation of the views of teachers and kindergarten teachers on the difficulties faced by students with sensory disabilities in general school
Summary:
In recent years, more and more students with sensory disabilities are attending General Schools in the context of the diffusion and adoption of inclusive education and the equal education of vulnerable social groups. However, the education of people with disabilities requires a diversification of teaching, creativity and the use of innovative teaching practices that are not necessarily expected of general education teachers without specialization. Social Pedagogy as a science that utilizes "obstacles" (students with sensory disabilities in General Schools), envisions social change (educational inclusion). Social Pedagogy also collaborates with Social Neuroscience which has as its "guide" neuroplasticity, the ability of the brain to change according to environmental stimuli. Through this interdisciplinary synergy, teachers, students of formal development and in collaboration the entire educational community will co-shape their "social brain" to achieve the educational inclusion of students with disabilities. This dissertation explores the views of teachers and kindergarten teachers on the difficulties faced by students with sensory disabilities in General School. The sample consisted of 6 teachers and 6 kindergarten teachers who worked in the school year 2021-2022 in general classes of Central Macedonia. For the implementation of the research, the method of the semi-structured interview was chosen and then the thematic analysis of the data was applied. The findings highlighted that teachers identify some difficulties in students with sensory disabilities but the need for training in early detection of difficulties and application of differentiated educational practices in order to effectively achieve the educational inclusion of students with disabilities in school emerges as imperative.
Main subject category:
Education - Sport science
Keywords:
sensory disabilities, views of Primary school teachers, neuroplasticity, inclusion
Number of references:
184
