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2020 | 1 | 49-57
Article title

TEACHERS’ PERCEPTIONS OF INCLUSIVE EDUCATION ON THE BACKGROUNDS OF GREEK SCHOOLS

Content
Title variants
Languages of publication
EN
Abstracts
EN
The relevance of the problem under consideration is that the inclusion phenomenon in Greece, as an expression of every child’s right to educational equality, remains an important moral and political issue that needs to be addressed further. Greece, like most European countries, has followed the principles of the Salamanca Declaration. The feature of inclusive education is the willingness of teachers to accept students with special educational needs. Their attitudes and knowledge about inclusive education are important, as they are indicators of such willingness. The aim of this article is to study teachers’ perceptions of inclusive education on the background of Geek schools.
Contributors
author
  • Ternopil Volodymyr Hnatiuk National Pedagogical University (Ukraine)
author
  • Ternopil Volodymyr Hnatiuk National Pedagogical University (Ukraine)
  • Uzhhorod National University (Ukraine)
References
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  • Mock, R. D., Kauffman, M. J. (2002). Preparing teachers for full inclusion: Is it possible? The Teacher Educator, 37, 3, 202-217.
  • Padeliadou, S., Lambropoulou, V. (1997). Attitudes of special and regular education teachers towards integration. European Journal of Special Needs Education, 12 (3), 173-183.
  • Priestley, M., Rabiee, P. (2002). Hopes and fears: stakeholder views on the transfer of special school resources towards inclusion. International Journal of Inclusive Education, 6 (4), 371-390.
  • Vaughn, S., Schumm, J. S., Jallad, B., Slusher, J., Samuell, L. (1996). Teachers views of inclusion. Learning Disabilities Research & Practice, 11, 96-106.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-38c053da-c89b-40c7-a692-11809d404c19
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