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

• Authors: KOKKALI DANAI , SOKOL MARIANA , ROZLUTSKA GALYNA
• 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.

Keywords

EN

inclusion; educational quality; teachers’ perceptions; special needs

• Publisher: Państwowa Wyższa Szkoła Zawodowa w Chełmie
• Journal: Scientific Bulletin of Chełm - Section of Pedagogy
• Year: 2020
• Issue: 1
• Pages: 49-57

Contributors

author

KOKKALI DANAI

• Ternopil Volodymyr Hnatiuk National Pedagogical University (Ukraine)

author

SOKOL MARIANA

• Ternopil Volodymyr Hnatiuk National Pedagogical University (Ukraine)

author

ROZLUTSKA GALYNA

• Uzhhorod National University (Ukraine)

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