Parental Perspectives on Inclusive Education for Children with Intellectual Disabilities in Greece

Autor/inn/en	Tryfon, Mavropalias; Anastasia, Alevriadou; Eleni, Rachanioti
Titel	Parental Perspectives on Inclusive Education for Children with Intellectual Disabilities in Greece
Quelle	In: International Journal of Developmental Disabilities, 67 (2021) 6, S.420-428 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2019.1675429
Schlagwörter	Parent Attitudes; Students with Disabilities; Inclusion; Intellectual Disability; Interpersonal Competence; Foreign Countries; Student Placement; Special Education; Team Teaching; Parent Teacher Cooperation; Guidance; Mainstreaming; Educational Benefits; Kindergarten; Elementary School Students; Secondary School Students; Greece + Suchen Sie Ihr Suchwort? Elternverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Intellect; Verstand; Interpersonale Kompetenz; Ausland; Schülerpraktikum; Special needs education; Sonderpädagogik; Sonderschulwesen; Teamteaching; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Beratung; Bildungsertrag; Sekundarschüler; Griechenland
Abstract	The current study explores the parental perspectives of children with intellectual disabilities (ID) on the effectiveness of inclusive education in Greek mainstream schools. The participants were 83 parents, whose children had different degrees of ID and all of them were attending mainstream schools at the time of the study. They completed a questionnaire examining their perspectives with regard to (a) the most effective educational placement in mainstream schools (special class, mainstream class or co-teaching), (b) their satisfaction with the inclusive mainstream education, (c) their cooperation with the teachers, (d) the perceived benefits of their children's educational placement and (e) their suggestions regarding the improvement of the inclusive educational model. Results indicated that most parents of children with ID would like their child to attend a mainstream class with a co-teaching arrangement. The perceived benefits are mostly related to the development of their children's social skills. Significant considerations regarding cooperation with the teachers, lack of individualized information and guidance, administrative and organizational issues were expressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01