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Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece

Author

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  • Marios A. Pappas

    (Institute of Informatics & Telecommunications, National Center for Scientific Research ‘Demokritos’, 15341 Agia Paraskevi, Greece)

  • Chara Papoutsi

    (Institute of Informatics & Telecommunications, National Center for Scientific Research ‘Demokritos’, 15341 Agia Paraskevi, Greece)

  • Athanasios S. Drigas

    (Institute of Informatics & Telecommunications, National Center for Scientific Research ‘Demokritos’, 15341 Agia Paraskevi, Greece)

Abstract

Inclusive education is now firmly established as the main educational policy for children with special educational needs and disabilities, which emerges as the mean of creating an inclusive society in which equal opportunities are provided. However, there are concerns expressed on the effect of such a change in the educational system and on how possible it is to make this a reality. The concerns and objections of educators toward inclusion are mainly based on the diversity of learning disabilities, the learning outcomes that could be generated by applying this practice, and the lack of confidence of teachers to teach in an inclusive environment. In this study, we examine teachers’ attitudes toward inclusive education, while at the same time, we analyze current inclusive policies and practices in the Greek educational system. Results revealed that teachers have generally positive attitudes toward inclusion. However, they indicated some issues and barriers to the implementation of inclusion. We consider that policy-makers in Greece should target educator training and increase funding for education.

Suggested Citation

  • Marios A. Pappas & Chara Papoutsi & Athanasios S. Drigas, 2018. "Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece," Social Sciences, MDPI, vol. 7(6), pages 1-15, June.
  • Handle: RePEc:gam:jscscx:v:7:y:2018:i:6:p:90-:d:150610
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    Citations

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    Cited by:

    1. Eleni Karagianni & Athanasios Drigas, 2022. "Language Development and Mobile Apps for Down Syndrome Children," Technium Social Sciences Journal, Technium Science, vol. 34(1), pages 193-213, August.
    2. Athanasios Drigas & Eleni Mitsea & Charalabos Skianis, 2022. "Virtual Reality and Metacognition Training Techniques for Learning Disabilities," Sustainability, MDPI, vol. 14(16), pages 1-19, August.
    3. Maria Papadakaki & Anastasia Maraki & Nikolaos Bitsakos & Joannes Chliaoutakis, 2022. "Perceived Knowledge and Attitudes of Faculty Members towards Inclusive Education for Students with Disabilities: Evidence from a Greek University," IJERPH, MDPI, vol. 19(4), pages 1-16, February.
    4. Camelia Stăiculescu & Violeta Mihaela Dincă & Andreea Gheba, 2022. "Analysis of the Factors Influencing the Favorable Participation of Students with Special Needs in Public Tertiary Education in Romania," Sustainability, MDPI, vol. 14(17), pages 1-16, August.
    5. Ioanna Moraiti & Anestis Fotoglou & Katerina Dona & Alexandra Katsimperi & Konstantinos Tsionakas & Zoi Karampatzaki & Athanasios Drigas, 2022. "Assistive Technology and Internet of Things for people with ADHD," Technium Social Sciences Journal, Technium Science, vol. 32(1), pages 204-222, June.
    6. Eleni Mitsea & Athanasios Drigas & Charalampos Skianis, 2022. "Cutting-Edge Technologies in Breathwork for Learning Disabilities in Special Education," Technium Social Sciences Journal, Technium Science, vol. 34(1), pages 136-157, August.
    7. Irene Chaidi & Athanasios Drigas, 2022. "Social and Emotional Skills of children with ASD: Assessment with Emotional Comprehension Test (TEC) in a Greek context and the role of ICTs," Technium Social Sciences Journal, Technium Science, vol. 33(1), pages 146-163, July.
    8. Athanasios Drigas & Eleni Mitsea & Charalampos Skianis, 2022. "Subliminal Training Techniques for Cognitive, Emotional and Behavioural Balance. The role of Emerging Technologies," Technium Social Sciences Journal, Technium Science, vol. 33(1), pages 164-186, July.
    9. Ruxandra Folostina & Cristina Dumitru & Claudia Iuliana Iacob & Christine K. Syriopoulou-Delli, 2022. "Mapping Knowledge and Training Needs in Teachers Working with Students with Autism Spectrum Disorder: A Comparative Cross-Sectional Investigation," Sustainability, MDPI, vol. 14(5), pages 1-13, March.
    10. Irene Chaidi & Athanasios Drigas, 2022. ""Parents' views Questionnaire for the education of emotions in Autism Spectrum Disorder" in a Greek context and the role of ICTs," Technium Social Sciences Journal, Technium Science, vol. 33(1), pages 73-91, July.
    11. Angeliki Sideraki & Athanasios Drigas, 2022. "Comparative analysis on: Metacognition and Mindfulness in twins with Attachment and children with ASD through I.C.T," Technium Social Sciences Journal, Technium Science, vol. 34(1), pages 90-109, August.
    12. Irene Chaidi & Athanasios Drigas, 2022. "Digital games and special education," Technium Social Sciences Journal, Technium Science, vol. 34(1), pages 214-236, August.
    13. Irene Chaidi & Athanasios Drigas, 2022. ""Key to Behavioral Observation of Developmental Disorders" by teachers in Greek School and the role of ICTs," Technium Social Sciences Journal, Technium Science, vol. 34(1), pages 110-125, August.

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