Κατεύθυνση Διαχείριση και Ανάπτυξη της Σχολικής Μονάδας: Παιδαγωγικές και Διοικητικές Πρακτικές
Library of the School of Education

2022-05-16

2022

Pantiska Asteria

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

Νικόλαος Αλεξόπουλος, ΕΔΙΠ, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών

Διερεύνηση των απόψεων των εκπαιδευτικών της Πρωτοβάθμιας Εκπαίδευσης Βοιωτίας για την ενταξιακή εκπαίδευση μαθητών με αναπηρίες ή/και ειδικές εκπαιδευτικές ανάγκες

Greek

Investigation of the views of the teachers of the Primary Education of Viotia for the inclusive education of students with disabilities and / or special educational needs

In recent years, inclusive education has piqued the interest of many scientists and researchers. This dissertation studied the perceptions of the teachers of the Primary Education of Viotia, regarding the inclusion of students with disabilities and / or special educational needs in general schools.
Specifically, 142 Primary Education teachers from schools in the prefecture of Viotia participated in the research. A questionnaire consisting of two sections was used as a research tool. The first section consists of questions about the individual and demographic characteristics of each teacher, while the second consists of the 28 statements / proposals of the international scale "My Thinking About Inclusion" (MTAI) (Stoiber et al., 1998).
In terms of results, they concluded that teachers' basic perceptions of inclusive / inclusive education are neutral. In fact, it was found that these perceptions are influenced by the years of service, the awareness or not of the scientific framework of Special Education and training, and finally, the training of teachers with their subsequent participation in special education seminars and / or postgraduate special education programs. and education or integration education.
On the other hand, gender, age, area of service, specialty, number of diagnoses, second degree, as well as previous experience in teaching students with special educational needs did not seem to influence the perceptions of primary school teachers.

Education

views of teachers, students with disabilities and / or special educational needs, inclusive education, inclusive education

Yes

9

Yes

118

141

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https://pergamos.lib.uoa.gr/uoa/dl/object/3217391