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Greek Secondary Education Teachers' Views on Inclusive Education of People with Intellectual Disabilities.

Purpose: This paper aimed to investigate Greek secondary education teachers' views on people with intellectual disabilities, their inclusion in the typical educational system, and the dimensions of social and educational exclusion that may be associated with it. Method: The qualitative research desi...

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Published in:Disability, CBR & Inclusive Development Vol. 31; no. 4; pp. 7 - 26
Main Author: Giavrimis, Panagiotis
Format: research Journal Article
Published: Asia Pacific Disability Rehabilitation Journal Winter2020
Online Access:View this record in EBSCOhost
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      jtl: Disability, CBR & Inclusive Development
      issn: 22115242
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      dt: Winter2020
      vid: 31
      iid: 4
      pid: 20475
      pub: Asia Pacific Disability Rehabilitation Journal
      place: Jayanagar, Bangalore - 560011, <Blank>
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        10.47985/dcidj.388
        148906932
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      tig:
        atl: Greek Secondary Education Teachers' Views on Inclusive Education of People with Intellectual Disabilities.
      aug:
        au: Giavrimis, Panagiotis
        affil: Associate Professor, Department of Sociology, University of the Aegean, Greece
      sug:
        subj:
          Teachers Greece
          Schools, Secondary
          Attitude to Disability
          Intellectual Disability
          Students with Disabilities
          School Policies
          Human
          Greece
          Faculty Attitudes
          Qualitative Studies
          Semi-Structured Interview
          Education, Special
          Male
          Female
          Adult
          Middle Age
          Descriptive Statistics
          Thematic Analysis
          Faculty-Student Relations
          Parental Attitudes
          Discrimination
          Adult: 19-44 years
          Middle Aged: 45-64 years
          Male
          Female
      ab: Purpose: This paper aimed to investigate Greek secondary education teachers' views on people with intellectual disabilities, their inclusion in the typical educational system, and the dimensions of social and educational exclusion that may be associated with it. Method: The qualitative research design involved semi-structured interviews with 18 Greek secondary school teachers. Results: It was revealed that people with intellectual disabilities face educational exclusion for two reasons. The first is because the structure of the education system itself cannot meet their increased needs, and the second is due to the fact that a percentage of secondary education teachers feel negative about their inclusion in the typical education system. Conclusion and Implications: The implemented policy for the co-education of people with intellectual disabilities in Greece is not effective due to endogenous difficulties. It is necessary to orient the educational policy towards an education for all without "filters" of social exclusions.
      pubtype: Academic Journal
      doctype:
        research
        Journal Article
      ougenre: Article
    language: English
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