Role of Special/Support Teachers in Greek Primary Schools: A Counterproductive Effect of "Inclusion" Practices

Autor/in	Vlachou, Anastasia
Titel	Role of Special/Support Teachers in Greek Primary Schools: A Counterproductive Effect of "Inclusion" Practices
Quelle	In: International Journal of Inclusive Education, 10 (2006) 1, S.39-58 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Inclusive Schools; Foreign Countries; Role; Special Needs Students; Educational Practices; Special Education Teachers; Elementary School Teachers; Cooperation; Scheduling; Greece + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Ausland; Rollen; Sonderpädagogischer Förderbedarf; Bildungspraxis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Co-operation; Kooperation; Disposition; Griechenland
Abstract	Pull-out programmes, resource, and/or support rooms and services have played a vital role in either hindering or promoting the implementation of more inclusive practices in school communities. In Greece there is a strong assumption that support rooms and part-time withdrawal are the most effective ways of promoting the educational and social inclusion of children defined as having special needs. It is this assumption that the present analysis intends to challenge through the exploration of the way special teachers of primary education, who work in support rooms, perceive and interpret their role(s) and duties. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10