ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY

Konstantia Polyzopoulou, Helen Tsakiridou

Abstract


The school community consists of an environment where every child has the right to participate and share the good of the educational process. In that thinking, students dispose of different needs that have to be satisfied in a context where the values of respect and equality emerge as basic foundations of the instructive environment. Consequently, inclusion practices appear to be as the prerequisite of education for all in the general school surroundings. Teachers who are responsible for planning and applying the educational process play an important role in the implementation of inclusive practices. Especially, these educational methods are influenced by educators’ attitudes and determine the extent and the level of inclusion strategies. In the present study, participated 154 teachers of primary and secondary general education in Greece. The participants completed the Multidimensional Attitudes towards Inclusive Education Scale (MATIES) (Mahat, 2008). In general, according to the results, teachers expressed positive attitudes toward inclusion. Correlations were calculated in relation to other variables that affect teachers’ attitudes according to the research. The results emerged as directions of providing support services in the school community and organizing suitable education programs for in-service teachers in the school and academic domain.

 

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inclusion, special educational needs, teachers, general school

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References


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DOI: http://dx.doi.org/10.46827/ejes.v10i6.4850

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