Συμπεριληπτική εκπαίδευση (Master thesis)

Σταθά, Παρασκευή


Over the last years, according to the upheld provisions of Salamanca (1994) and the UNO treaty, the idea of a school open to anyone, and the simultaneous learning of all students with or without some handicap or special learning disabilities, known as inclusive education, is promoted. Inclusive education aims at fully accepting all different abilities of students, their despondence to any kind of learning needs and being equally treated without discrimination. In our country, at Primary School handicapped children or those with special learning disabilities are able to attend a regular classroom with or without parallel support, at a typical school, attending some classes in a Special Education Division of Integration and Special Educational Treatment Units. Teachers’ role in inclusive education is determinant. In this paper, educators’ views from Primary Education about whether students with or without special learning disabilities are able to attend a regular class or not, are examined. The sample of this research consists of 117 teachers of various Greek schools. In order to collect this information, a questionnaire was used. According to the results of the research, the majority of the educators are in favor of the concept of co-teaching under certain conditions. They believe that the coexistence of students with special learning disabilities do not impede the academic progress of the rest of the students. Moreover, they believe that the interaction among them has a positive impact on students with special learning disabilities concerning their socialization and achieving future goals. Finally, the social origin of students with special learning disabilities influence their socialization and their school performance.
Alternative title / Subtitle: κοινωνιολογικές διαστάσεις
Institution and School/Department of submitter: Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Νηπιαγωγών
Subject classification: Ειδική αγωγή
Keywords: Ειδική αγωγή,Μαθητές με ειδικές εκπαιδευτικές ανάγκες,Συμπεριληπτική εκπαίδευση,Συνεκπαίδευση,Students with special learning disabilities,Special educational treatment,Inclusine education
URI: http://olympias.lib.uoi.gr/jspui/handle/123456789/29124
Appears in Collections:Διατριβές Μεταπτυχιακής Έρευνας (Masters)

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