A Survey of Greek General and Special Education Teachers' Perceptions regarding the Role of the Special Needs Coordinator: Implications for Educational Policy on Inclusion and Teacher Education

Autor/inn/en	Agaliotis, Ioannis; Kalyva, Efrosini
Titel	A Survey of Greek General and Special Education Teachers' Perceptions regarding the Role of the Special Needs Coordinator: Implications for Educational Policy on Inclusion and Teacher Education
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 3, S.543-551 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.10.008
Schlagwörter	Disabilities; Special Education Teachers; Teaching Experience; Educational Policy; Foreign Countries; Inclusion; Mainstreaming; Teacher Surveys; Teacher Attitudes; Role; School Personnel; Elementary School Teachers; Specialization; Staff Development; Greece + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Ausland; Inklusion; Lehrerverhalten; Rollen; Schulpersonal; Elementary school; Grundschule; Volksschule; Arbeitsteilige Spezialisierung; Personnel development; Personalentwicklung; Griechenland
Abstract	The present study explored the perceptions of Greek general and special primary teachers regarding the role and the professional characteristics of special needs coordinators (SENCOs). According to the responses of the 466 participants, each school should have a fulltime SENCO, who should have both teaching experience in general schools and specialization in teaching students with SEN, and also be able to deal with all types of SEN. SENCOs' responsibilities include evaluating and directly teaching students, counselling teachers and parents, contributing to in-service training of staff, and undertaking initiatives for program enrichment and knowledge dissemination. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10