Title: Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece
Type of the resource: Article
Funded by: Institute of Informatics & Telecommunications, National Center for Scientific Research ‘Demokritos’, 15341 Agia Paraskevi, Greece
Authors: Marios A. Pappas, Chara Papoutsi and Athanasios S. Drigas
Type of disability: ALL TYPES
Target education level: Primary education
Secondary education
Higher education
Language(s): English
IPR: No
OER: No
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
To examine the situation of inclusive education in Greece and attitudes of teachers regarding it. Also, the researchers aimed to understand what barriers and obstacles might be met by teachers
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Main indicator for this topic were measured with help of:
1. Self-filling Questionnaires
2. The results of other international researches on this topic
Sources and means of verification: (What are the sources of information for these indicators?)
As stated in Greek educational legislation, since 2008, students with special educational needs could attend general schools, with or without additional support, based on the recommendation of the national diagnosis and support centers.
Risks and Challenges:
- Unawareness of teachers and trainers in this area
- Poor time management
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
To conduct a desk research ito understand what kind of practices related to inclusion in the Greek educational system are implemented. Then, a questionnaire was used to investigate attitudes of Greek teachers toward inclusive education and the factors affecting their attitudes.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Questionnaire “Teachers’ beliefs and attitudes toward Inclusive Education” was designed to receive information on the topic. A literature review preceded the questionnaire finalize research objectives and select the variables to be controlled.
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
The results of the questionnaire showed that teachers who generally support inclusive education are more cautious for students with specific types of disabilities, such as mental retardation, autism spectrum, and genetic syndromes. In that case, some additional training and workshops shall be conducted.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
The source aims to:
- understand factors that slow down the process of inclusive education.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
The questionnaire has showed that teachers in Greece in general have positive attitude towards inclusive education. It hold especially for women what is also supported by other researches.
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Greek universities and the Ministry of Education should provide opportunities for further training in special education to all teachers who are willing to be specialized. Courses and practical training on special education should be added in pre-graduation curricula of universities.
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
This publication is the result of a research aimed to understand opinion and attitudes of teachers in Greece regarding inclusive education.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
- Revision of literature and researches on inclusive education
- Questionnaire
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
No special pre-conditions required.
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