CO-EDUCATIONAL FACTORS OF TYPICALLY AND NON-TYPICALLY DEVELOPED CHILDREN WITHIN THE GREEK GENERAL KINDERGARTEN AND ELEMENTARY SCHOOL
Abstract
Co- education involves a whole of strategies, practices, perspectives and options all of which allow the admission of typically and non- typically developed children in the General School. The issue, however, remains whether school can be restructured as a place where the equal participation of all children in the educational process and the acceptance of their diversities, are ascertained or not. In the context of the present research which was conducted during the 2014- 2015 school year, views of Greek Kindergarten Teachers (N: 217) and Elementary School teachers (N: 303) in the District of Epirus were assessed, regarding the factors which affect admission in the general school, of children with special educational needs. From the extracted data, the need for the general school to be aptly organized and the educators to work together in the context of a dynamic collaboration, not only with each other, but also with the special and parallel support educators, appeared on the purpose of determining the strategies, the practices, the suitable preconditions and the content of the educational process.
Article visualizations:
Keywords
Full Text:
PDFReferences
Abartzaki, M., & Kypriotaki, Μ. (2010). Towards a differentiation of learning experiences in a common kindergarten premises aiming at integrating children with obstacles to life and learning. Early Intervention- Interdisciplinary Aspect. Athens: Pedio.
Bailey, J. (1998). Australia: Inclusion through Categorisation? In T. Booth, &. M. Ainscow (Eds.), From Them to Us: An International Study of Inclusion in Education (pp. 171-185). London: Routledge.
Bilanaki, E., & Tragoulia, Ε. (2011). Representations of a typical classroom teachers regarding the integration classes role and their role in integrating children with special needs in Primary School. Research, educational policy and practice in special education.
Brownell, M. T, Sindelar, P. T., Kiely, M. T., & Danielson, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children.
Bruder, M-B. (1997). Ensuring Early Intervention and Special Pre-School Education in Local Community Preschool Centres. Features of an Effective Service Provision. In E. Tafa (Ed.), Inclusive Education of Children with or without Problems of Learning and Behaviour. Athens: Ellinika Grammata.
Callan L. (2013). A Case Study Examining the Inclusion of Children with Special Educational Needs in a Mainstream Primary School. Trinity College: Dublin.
Clark, C., Dyson A. and Millward A. (1995). Towards Inclusive Schools? London: David Fulton Publishers Ltd.
Clough, P., & Nutbrown, C. (2005). Inclusion and development in the early years: making inclusion conventional ? Foreword in Child Care in Practice, 11 (2), 99-102.
Darling-Hammond, L. (2006). Constructing 21st-Century Teacher Education. Stanford University.
Flem, A., Moen, T. and Gudmundsdottir, S. (2004). Towards Inclusive Schools: A Study of Inclusive Education in Practice. European Journal of Special Needs Education, 19 (1), 85-98.
Florian, L. (1998). Inclusive practice: What, Why and how? In C. Tilstone, L. Florian & M. Rouse (Eds.), Promoting Inclusive Practice. London: Routledge.
Gena, Α. (2004).Children with non- acute learning and behavioural disorders: preconditions and teaching methodology for their general classroom education- the case of collaborative learning. In A. Kalantzi- Azizi & M. Zafiropoulou (Eds.), Adaptation at School. Preventing and Treating Difficulties (pp. 193-221). Athens: Ellinika Grammata.
Griffin, S. & Shelvin, M. (2011). Responding to Special Educational Needs: An Irish Perspective. Dublin: Gill and MacMillan.
Gross, J., (2002). Special Educational Needs in the Primary School, A practical Guide. Philadelphia: Open University Press.
Jordan, A., Schwartz, E. & McGie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and teacher Education, 25, 535-542.
Kamerman, Sheila B., & Gatenio, Sh. (2003). Overview of the current policy context. In D. Cryer & R.M. Clifford (Eds.), Early childhood education and care in the USA . Baltimore, MD: Paul H. Brookes.
Kantas, Α. 2001. “Stress factors and professional burnouts amongst teachers.” In Stress, anxiety and its treatment, edited by E. Vassilaki, S. Triliva, and I. Bezevegis, 217- 229. Athens: Ellinika Grammata.
Katz, L.G., & Chard, S.C. (2004). The “project” method: development of critical thinking and creativity of preschool children (transl. R. Lambreli, ed. M. Konsolas). Athens: Atrapos.
King, F. (2006). Special Education in Irish Classrooms. A Practical Guide. Dublin:Primary ABC.
Kourkoutas, E. (2007). Behavioural problems in children. Interventions within family and school. Athens: Ellinika Grammata.
Kourkoutas, E. (2008). Included at “From exclusion to psychopedagogy of integration” - Reflections and perspectives in relation to the inclusion and inclusive education of children with special difficulties. Modern Society, Education and Mental Health.
Kypriotaki, Μ. (2004). Attention Deficit Disorders. Ways of supporting and treatment- modern perceptions. Heraklion (Self-publishing).
Kyriacou, C., & Sutcliffe J. (1977). Teacher stress: a review. Educational Review.
Kyriacou, C., & Sutcliffe J. (1978a). A model of teacher stress. Educational Studies.
Kyriacou, C., & Sutcliffe J. (1979a). Teacher stress and satisfaction. Educational Research.
Law on Special Education and Schooling 3699/2008.
Lindsay, G. (2007). Educational Psychology and the Effectiveness on Inclusive 78 Education/ Mainstreaming. British Journal of Educational psychology, 77, 1-24.
Malikiosi-Loizou, Μ. (2003). A critical review at empathy. Psychology.
Mittler, P. (2000). Working Towards Inclusive Education: Social Contexts. NewYork: David Fulton Publishers.
National Council for Special Education, (2010). Literature Review of the Principles and Practices Relating to Inclusive Education for Children with Special Educational Needs. Trim, Co. Meath: National Council for Special Education.
OHE.(2006). Convention on the Rights of Persons with Disabilities.
Onaga, Ε.Ε., & Martoccio, T. L.( 2008) . Dynamic and uncertain pathways detween early childhood inclusion. Policy and practice international Journal of Child Care and Education Policy, 2(1), 67-75.
Pandeliadou, S., & Patsidimou, Α. (2000). Teachers' points of view and their motivations regarding their special education service training. Proceedings of the VI Conference of the Cyprus Pedagogical Society, Contemporary Research in Education Sciences, (pp. 75-84). Cyprus: University of Cyprus.
Patsidou, Μ. (2011). The perspective of inclusive secondary education: Teachers and students tendencies. An interdisciplinary approach. Innovation in education. Kyriakidis Brothers.
Pijl, S. J., Meijer, C., and Hegarty, S. (Eds.). (1997). Inclusive Education: A Global Agenda. London: Routledge.
Putnam, J. (1998). Cooperative Learning and Strategies for Inclusion. Baltimore: PaulBrookes.
Sakellariou, M. (2008). Family and kindergarten collaboration. Theory, research, didactic recommendations. Thessaloniki (Self-publishing).
Sakellariou, M., Strati, P., & Anagnostopoulou, R. (2015). The Role of the Parallel Support Educator in Preschool Education (under publication).
Scruggs, T., and Mastropieri, M. A. (1996). Teacher Perceptions of Mainstreaming/Inclusion 1958- 1995: A Research Synthesis. Exceptional Children, 63 (1), 59-74.
Shonkoff, J.P., & Philips, D.A.( 2000 ). From neurons to neighborhoods: the science of early childhood development. Washington, DC: National Academies Press.
Soulis, S. G. (2008). A school for all. Athens: Gutenberg.
Soulis, S. G. (2002). Pedagogy of integration. Athens: Tipothito-G. Dardanos.
Soulis, S.G. (2010). Kindergarten for all: dimensions, prerequisites, and special features. Early intervention- interdisciplinary approach. Athens: Pedio.
Special Education Support Service (2008). Signposts: A Resource Pack for Teachers. Cork: SESS.
Strati, P. (2017). Inclusion of typically and non- typically developed children inside the general class and their transition from the Kindergarten to the Elementary School. Doctoral Thesis, University of Ioannina.
Strati, P. (2018). The transition of children with special needs from kindergarten to elementary school. The role of educational parallel support. Publisher: ΔΙΑΔΡΑΣΗ , ISBN: 978- 618-5059-97-2
Symeonidou, S., & Ftiaka, Ε. (2012). Education for inclusion: from research to action. Athens: Pedio.
Thomas G. and Vaughan M., (2005). Inclusive Education Readings and Reflections. USA: Open University Press.
Tilstone, C. Lacey, P. Porter, J. & Robertson, C. (2000). Pupils with Learning Difficulties in Mainstream School. London: David Fulton.
Tilstone, C. Lani, F. & Rose, R. (1998). Promoting Inclusive Practice. London – New York: Routledge.
UNESCO (1994). The Salamanca Declaration and Framework for Action. Paris: Author.
Vlachou, Α. (2000). Social and school integration: The social identity of disability in the context of creating interpersonal relationships between school-age pupils. In A. Kypriotakis, Trends and perspectives of education and upbringing of persons with special needs today in United Europe. Proceedings of the Special Education Conference, 12-14 of May 2000 (pp. 55-74). Rethymnon: University of Crete, School of Educational Sciences.
Zoniou- Sideri, A. (2000). Individuals with Special Needs and Integration of them. Athens: Ellinika Grammata.
Zoniou- Sideri, A. (2000). Integration: Utopia or a Reality. Athens: Ellinika Grammata.
DOI: http://dx.doi.org/10.46827/ejse.v0i0.2269
Copyright © 2015 - 2023. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.
All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
