REPRESENTATION OF IMMIGRANT STUDENTS IN SPECIAL EDUCATION: EVIDENCE IN GREECE DURING 2003-2013 / RAPPRESENTANZA DEGLI STUDENTI IMMIGRATI NELLA FORMAZIONE SPECIALE: PROVE IN GRECIA NEL 2003-2013

Anna Zouganeli, Konstantinos Mastrothanasis

Abstract


The main purpose of this article is to explore the representation of immigrant students in Greece during 2003-2013, with regard to their reference to diagnostic services (Centers of Differential Diagnosis and Support; KEDDY) and their identification in various disability categories, particularly those of intellectual disability, dyslexia and complex cognitive, social and emotional disorders. According to the results obtained, immigrant students are not overrepresented in assessment requests and diagnostic process in special education in relation to their Greek students. In particular, Greek and immigrant students were proportionately represented in the judgmental categories of special educational needs (dyslexia, mental retardation, complex cognitive, emotional and social disorders). A slight but statistically non-significant trend of disproportionate representation of Greek students in the category of dyslexia is discussed.

Lo scopo principale di questo articolo è quello di esplorare la rappresentanza degli studenti immigrati in Grecia nel periodo 2003-2013, per quanto riguarda il loro riferimento ai servizi diagnostici (Centri di diagnosi e supporto differenziale, KEDDY) e la loro identificazione in varie categorie di disabilità, in particolare quelle di disabilità intellettiva, dislessia e disturbi cognitivi, sociali ed emotivi complessi. In base ai risultati ottenuti, gli studenti immigrati non sono sovrarappresentati nelle richieste di valutazione e nel processo diagnostico nell'istruzione speciale in relazione ai loro studenti greci. In particolare, gli studenti greci e immigrati erano rappresentati proporzionalmente nelle categorie giudicatrici di bisogni educativi speciali (dislessia, ritardo mentale, disturbi cognitivi complessi, emotivi e sociali). Una leggera ma non statisticamente significativa tendenza di rappresentazione sproporzionata degli studenti greci nella categoria della dislessia e discussa.

 

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immigrant students, representation, special education, diagnostic services / studenti immigrati, rappresentanza, educazione speciale, servizi diagnostici

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References


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DOI: http://dx.doi.org/10.46827/ejse.v0i0.2396

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