Greek Mainstream Secondary School Teachers' Perceptions of Inclusive Education and of Having Pupils with Complex Learning Disabilities in the Classroom/School

Autor/inn/en	Coutsocostas, Georgia-Gloria; Alborz, Alison
Titel	Greek Mainstream Secondary School Teachers' Perceptions of Inclusive Education and of Having Pupils with Complex Learning Disabilities in the Classroom/School
Quelle	In: European Journal of Special Needs Education, 25 (2010) 2, S.149-164 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
Schlagwörter	State Schools; Special Needs Students; Inclusive Schools; Learning Disabilities; Foreign Countries; Secondary School Teachers; Teaching Experience; Teacher Attitudes; Special Education; Greece + Suchen Sie Ihr Suchwort? Staatliche Schule; Sonderpädagogischer Förderbedarf; Inclusive school; Integrative Schule; Learning handicap; Lernbehinderung; Ausland; Lehrerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Griechenland
Abstract	The purpose of this study was to examine Greek mainstream secondary school teachers' perceptions of inclusive education and of having pupils with complex learning disabilities (cLD) in the classroom or school. Participants included 138 Greek mainstream secondary school teachers working in inclusive state schools in northern Greece. Findings indicated that 47.5% of the participants were against the inclusion of all pupils with special educational needs (SEN) in mainstream secondary schools. Three variables were found to be associated with teachers' attitudes about the inclusion of pupils with cLD: age, years of teaching experience and SEN training. Overall, it is suggested that training, as well as perceived competence and sense of support, were important in influencing teachers' attitudes about including pupils with cLD in mainstream classrooms. It is proposed that the recent implementation of inclusive education in Greece and the prevailing rudimentary conditions for its implementation might also have had an impact on teachers' attitudes. (Contains 3 notes and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10